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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Jurnal Konseling Pendidikan Islam
Khafifatul Fian
UIN Prof. K. H. Saifuddin Zuhri Purwokerto
Religion Humanities Education Library & Information Science Social Sciences Other

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THE JABALUL HIKMAH MODEL OF INTERDISCIPLINARY INTEGRATION Moh. Roqib Moh. Roqib; Khafifatul Fian; Atabik Atabik; Nurfuadi Nurfuadi
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1698

Abstract

This study analyzes the Jabalul Hikmah scientific integration model developed at UIN Prof. K. H. Saifuddin Zuhri Purwokerto as an effort to address the challenges of globalization and the Industrial Revolution 4.0. Using a qualitative approach and supported by questionnaire data from lecturers and students, this research examines the meaning, implementation, and implications of the integration model. The findings indicate that scientific integration is understood as an effort to unify various branches of knowledge in order to create a holistic understanding that connects spiritual, intellectual, and social aspects. Most respondents were familiar with the concept of Jabalul Hikmah, although their level of understanding varied. The implementation of integration is carried out through curriculum design, research, and community service, emphasizing interdisciplinary synergy. Metaphorically, the Jabalul Hikmah paradigm is symbolized by a mountain, representing wisdom, resilience, and the process of ascending toward perfection. This model emphasizes the integration of intellectuality, professionalism, and morality, so that graduates are expected to become insan kamil (the ideal human being). Thus, Jabalul Hikmah serves as a relevant and applicable integrative paradigm with the potential to strengthen the quality of Islamic higher education in facing complex global challenges.
Artificial Intelligence and Brain Rot: Implications for Students’ Cognitive Development and Character Education Muhamad Slamet Yahya; Alwi Maulana; Khafifatul Fian
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1166

Abstract

The rapid integration of Artificial Intelligence (AI) into education has transformed students’ learning patterns, offering both cognitive opportunities and psychological challenges. This study explores the implications of AI on the phenomenon of brain rot a term referring to cognitive stagnation, reduced attention span, and diminished motivation caused by overexposure to shallow digital stimuli. Using a literature-based qualitative method, data were gathered from relevant academic sources, books, and online reports to analyze the dual impact of AI on students’ cognitive and motivational domains. The findings reveal that, while AI fosters personalized learning and enhances self-efficacy through adaptive systems and data-driven feedback, it simultaneously risks promoting intellectual passivity when students excessively rely on generative AI for instant answers. Such overdependence weakens analytical, evaluative, and creative abilities core components of higher-order thinking thereby accelerating symptoms of brain rot. The study further highlights that digital environments saturated with short-form content amplify these risks, conditioning students to seek immediate gratification and undermining their capacity for deep learning. However, when employed reflectively, AI can serve as a metacognitive scaffold that promotes inquiry, reflection, and sustained engagement. To mitigate the negative implications, the research emphasizes the necessity of integrating digital literacy, ethical awareness, and self-regulation into educational frameworks. In conclusion, AI should be positioned not as a cognitive substitute but as a supportive partner in learning one that enhances critical thinking and preserves intellectual vitality in the digital age.
Co-Authors Alwi Maulana Atabik Atabik Moh. Roqib Moh. Roqib Muhamad Slamet Yahya Nurfuadi Nurfuadi