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All Journal INSANIA : Jurnal Pemikiran Alternatif Kependidikan An-Nahdloh: Journal of Education and Islamic Studies
Aisyah Puan Maharani
Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto
Religion Education

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Model Pembelajaran Aqidah dan Akhlak Integratif-Inklusif Berbasis Teknologi Digital dalam Membangun Sikap Moderasi Beragama Peserta Didik Aisyah Puan Maharani; Muhammad Misbah; Muhammad Royhan Assaiq
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

This study explores the transformation of Aqidah and Akhlak learning through an integrative–inclusive learning model based on digital technology in fostering students’ religious moderation attitudes in the digital era. The study is motivated by the tendency of Islamic Religious Education learning to remain normative and conceptual, thus limiting its ability to address contemporary socio-religious challenges, particularly issues of plurality and digital culture development. The informants in this study were Islamic Religious Education teachers and secondary-level students who were directly involved in the implementation of digital technology-based learning. This research employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data analysis was conducted interactively through data reduction, data display, and conclusion drawing. The findings indicate that the integration of digital technology transformed Aqidah and Akhlak learning into a more reflective, dialogical, participatory, and contextual learning process. The utilization of digital media such as interactive videos, online discussion forums, and technology-based collaborative projects increased students’ engagement while fostering tolerance, respect for differences, and awareness of religious moderation both within the school environment and in broader digital spaces. The novelty of this study lies in the development of an integrative–inclusive Aqidah and Akhlak learning model that positions digital technology not merely as a learning medium, but also as a pedagogical space for internalizing the values of religious moderation in a global context.   Keywords: Aqidah and Akhlak Learning, Integrative–Inclusive, Digital Technology, Religious Moderation, Islamic Religious Education
Transformasi pembelajaran bahasa di era kecerdasan buatan: Tinjauan cakupan menuju pencapaian SDGs Ren Sherlaine B. Sombilon; Aisyah Puan Maharani; Ana Mae M. Monteza; Muhammad Wazid Husni
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.13578

Abstract

This study of AI integration into language learning is a literature review research design that focuses on understanding the different aspects of AI integration into language learning. It investigates AI’s potential to enhance language learning, emphasizing advantages and disadvantages. Methodologically, this study utilized a scoping review to collect and analyze secondary data from sixteen qualified articles retrieved from Google Scholar and Scopus databases. AI applications are becoming more common in educational settings, especially in language acquisition, due to the quick advancement of technology. The study highlights the effects of AI on learner engagement, tailored education, and flexible learning solutions by synthesizing findings from studies carried out between 2020 and 2024. The efficiency of chatbots and intelligent tutoring systems, the ethical implications of academic honesty, and the improved social presence of students through AI tools are some of the major themes. AI’s potential benefits, issues, including data privacy, technology accessibility, and teacher preparation requirement,s were also discussed. Aligned with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), the findings highlight the need for continued study and the creation of AI solutions suited to various learner requirements. This study provides insights that guide future pedagogical approaches and technology advancements, making it a valuable tool for researchers and educators attempting to comprehend the intricate dynamics of AI integration in language learning.
Co-Authors Ana Mae M. Monteza Muhammad Misbah Muhammad Royhan Assaiq Muhammad Wazid Husni Ren Sherlaine B. Sombilon