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All Journal Jurnal Andi Djemma I Jurnal Pendidikan EDUJAVARE: International Journal of Educational Research
Ridwan
Universitas Muhammadiyah Parepare
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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REKONSTRUKSI PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM BERBASIS KECERDASAN ARTIFISIAL (ARTIFICIAL INTELLIGENCE) DALAM MENGHADAPI TANTANGAN PENDIDIKAN ABAD KE-21 Sulfikar Muhaemin; Ana Cahayani; Ridwan; Amaluddin; Susanto
Jurnal Andi Djemma/Jurnal Pendidikan Vol 9 No 2 (2026): Juli 2026
Publisher : Universitas Andi Djemma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35914/5cgmq663

Abstract

Artikel ini bertujuan mengkaji ulang arah pengembangan kurikulum Pendidikan Agama Islam (PAI) di tengah pesatnya kehadiran kecerdasan artifisial (Artificial Intelligence/AI) sebagai bagian dari lanskap pendidikan abad ke-21. Kajian ini berangkat dari kegelisahan akademik bahwa adopsi teknologi AI dalam pembelajaran sering kali berjalan lebih cepat dibandingkan kesiapan kurikulum PAI dalam merespons secara etis dan spiritual. Penelitian menggunakan pendekatan kualitatif deskriptif berbasis studi kepustakaan (library research), dengan menelaah literatur, hasil penelitian terdahulu, dan dokumen kebijakan pendidikan yang relevan. Data dianalisis secara deskriptif-reflektif untuk merumuskan prinsip dan model rekonstruksi kurikulum PAI yang mengintegrasikan nilai-nilai keislaman dengan pemanfaatan AI. Hasil kajian menunjukkan bahwa rekonstruksi kurikulum PAI berbasis AI perlu ditopang oleh tiga model yang saling melengkapi, yaitu model integratif-etik berbasis maqāṣid al-syarī‘ah, model interkonektif sains-teknologi-wahyu, dan model transformatif-adaptif. Ketiga model ini menegaskan bahwa AI seyogianya diposisikan sebagai wasilah (sarana) pedagogis, bukan sebagai penentu tujuan pendidikan itu sendiri, sehingga penguatan akidah, akhlak, dan kesadaran spiritual peserta didik tetap menjadi orientasi utama. Dengan demikian, kurikulum PAI yang adaptif terhadap teknologi sekaligus kukuh pada nilai keislaman diyakini mampu menjawab tantangan literasi digital, personalisasi pembelajaran, dan kesenjangan akses teknologi tanpa mereduksi hakikat pendidikan Islam sebagai proses pembentukan manusia yang berilmu dan beradab.
Implementation of Islamic Religious Education Learning for Children With Special Needs in Inclusive Schools: A Case Study of State Elementary School 003 Bontang Utara Ridwan; Andi Fitriani Djollong; St Wardah Hanafie Das; Andi Abdul Muis
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1786

Abstract

Islamic Religious Education (PAI) in inclusive schools faces particular challenges because it must remain accessible to students with special needs (ABK) who have diverse learning characteristics. This study aims to analyze the planning, implementation, and evaluation of PAI learning for ABK at SD Negeri 003 Bontang Utara, a public elementary school that organizes inclusive education. The study employed a qualitative case study design. Data were collected through participatory observation, in-depth interviews with PAI teachers, special assistant teachers, and the school principal, and document study of learning instruments, then analyzed following the Miles, Huberman, and Saldaña model reinforced with Yin's pattern-matching technique, with credibility established through source and technique triangulation and member checking. The findings show that PAI lesson planning is carried out adaptively through individual needs identification, modification of objectives into functional outcomes, simplification of materials, selection of concrete media, and preparation of socio-emotional strategies synchronized with the Individual Learning Program. Implementation takes place inclusively and collaboratively through mixed classrooms, peer tutoring, positive reinforcement, and persuasive behavior management. Evaluation is authentic, individual, and process-based, emphasizing gradual progress in worship practice, social behavior, and independence rather than comparison with regular students' standards. These findings align with Law Number 8 of 2016, Ministerial Regulation Number 48 of 2023, and the Qur'anic value of human equality. The study recommends strengthening PAI teachers' competence in inclusive learning and developing a more systematic PAI differentiation guideline for inclusive elementary schools.
Co-Authors Amaluddin Amaluddin Ana Cahayani Andi Abdul Muis Andi Fitriani Djollong St Wardah Hanafie Das sulfikar muhaemin Susanto