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All Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Sultan Idris Journal of Psychology and Education
Retno Aqimnad Dinana
UIN Sunan Ampel Surabaya
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mengoptimalkan Pembelajaran yang Didukung AI Melalui Self-Determination Theory: Mengintegrasikan Psychological Needs dan Nilai-Nilai Pendidikan Islam Retno Aqimnad Dinana; Abdul Muhid; Arif Nur Rofiq
Sultan Idris Journal of Psychology and Education Vol. 5 No. 2 (2026): Sultan Idris Journal of Psychology and Education
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sijope.v5i2.13730

Abstract

The rapid development of Artificial Intelligence (AI) has transformed educational practices by providing more personalized, adaptive, and efficient learning experiences. However, the use of AI does not automatically improve learning achievement because it has the potential to cause dependence on technology, cognitive offloading, the illusion of competence, and reduced social interaction among students. Previous research generally examines these issues from the perspective of educational technology or educational psychology, while integration with Islamic education values ​​is still limited. This study aims to analyze the optimization of AI-based learning achievement through the integration of Self-Determination Theory (SDT) and Islamic Education. This study uses a qualitative approach with a literature study method. Data were collected from books and scientific journal articles, then analyzed descriptively through conceptual synthesis with SDT as the main theoretical foundation. The results of the study indicate that AI can support learning achievement by fulfilling students' psychological needs, namely autonomy, competence, and relatedness, supported by self-regulated learning, metacognition, cognitive load, and self-efficacy. Islamic education enriches these three dimensions through the values ​​of tarbiyah (Islamic education), ta'lim (Islamic study), ta'dib (Islamic guidance), itqan (Islamic guidance), and ta'awun (Islamic covenant). Therefore, the use of AI not only encourages academic achievement but also character development, moral responsibility, and spiritual awareness. Therefore, optimizing AI-based learning achievement requires integrating psychological and Islamic educational perspectives so that AI can function as a pedagogical instrument that supports holistic learning.  
OPTIMIZING MOODLE LMS FEATURES FOR FLIPPED LEARNING IN ISLAMIC EDUCATION: YOUTUBE-BASED CONTENT CURATION Retno Aqimnad Dinana; Moh, Faizin; Abdulloh Hamid
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/6p1a6e76

Abstract

This study aims to analyze the optimization of Moodle LMS features in implementing flipped learning through YouTube-based content curation in Islamic Education at SMAN 17 Surabaya. The research employs a qualitative approach with a case study design, focusing on in-depth exploration of instructional practices carried out by PAI teachers. Data were collected through in-depth interviews and document analysis, and analyzed using the interactive model of Matthew B. Miles. The results showed that teachers curated YouTube videos based on material relevance, resource credibility, presentation quality, and religious moderation values ​​before integrating them into Moodle. The Activity Completion and Restrict Access features were used to organize the sequence of learning activities so that students could access the material before face-to-face learning, repeat videos when having difficulty understanding concepts, and complete prerequisite activities before participating in class discussions. During the face-to-face phase, students composed sermon texts, practiced sermons in front of the class, and took assessments through Moodle's Quiz and Assignment features. These findings indicate that Moodle functions as a pedagogical system that manages the learning flow, increases student engagement, and supports independent learning behavior. This study concludes that the effectiveness of LMS-based flipped learning depends on a pedagogical design that integrates content curation, learning activity management, and a student-centered learning experience
Co-Authors Abdul Muhid Abdulloh Hamid Arif Nur Rofiq Moh, Faizin