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All Journal Journal of Multidisciplinary Islamic Studies
Yusba Alhamda Syari
SD IT Al-Marhamah Langsa, Aceh, Indonesia

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Adaptasi Tradisi Pembelajaran Kitab Dayah dalam Pendidikan Islam Formal Yusba Alhamda Syari
Al-Widad Vol 4 No 2 (2025): Al-Widad: Journal of Multidisciplinary Islamic Studies
Publisher : Raudhatun Najah Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58405/aw.v4i2.85

Abstract

The transformation of kitab-based learning traditions from dayah into formal schooling raises a critical question regarding how deeply rooted religious values can be sustained within a structured and institutionalized educational system. This study seeks to examine how such transformation unfolds and how it shapes students’ religious practices and identity formation in Islamic primary education. Employing a qualitative approach with a case study design at SDIT Al-Marhamah Langsa, data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model, with validation through data triangulation. The findings reveal that the transformation produces a hybrid learning model that integrates dayah traditions into formal schooling through methodological simplification, curricular alignment, and contextualization of values. This process contributes to more structured yet reflective religious practices among students and fosters an adaptive form of religious identity within their social environment. The study underscores that transformation does not diminish the essence of tradition but rather reconfigures it into a more contextual and meaningful form in students’ lived experiences.
Artificial Intelligence: Transformasi Pendidikan Islam di Era Digital Yusba Alhamda Syari
Al-Widad Vol 4 No 1 (2025): Al-Widad: Journal of Multidisciplinary Islamic Studies
Publisher : Raudhatun Najah Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58405/aw.v4i1.87

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed educational practices, including Islamic education for children. Despite its potential to enhance learning effectiveness, studies integrating pedagogical, ethical, and spiritual dimensions within Islamic education remain limited. This study examines the transformation of Islamic education in the AI era, focusing on changes in learning paradigms, opportunities for AI integration, ethical-spiritual challenges, and the reconstruction of teachers’ roles. Using a qualitative library research approach, the study employs a critical-conceptual analysis of scholarly literature on AI, digital pedagogy, and Islamic education. The findings indicate that AI can strengthen Islamic education through technology-assisted Qur’anic learning, personalized instruction, interactive learning media, data-driven assessment, and the promotion of Islamic digital literacy. However, its integration also raises concerns regarding the dehumanization of learning, technology dependency, weakened scholarly authority, algorithmic bias, and reduced spiritual engagement. This study proposes three conceptual frameworks—Islamic AI-Based Education Framework, Islamic Ethical AI Framework, and Islamic AI-Educator Framework—to align technological innovation with Islamic values. The study concludes that effective AI integration requires balancing digital transformation with the development of knowledgeable, ethical, and spiritually conscious Muslim generations.
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