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All Journal Al-Hijr: Journal of Adulearn World Journal International Inspire Education Technology (JIIET) World Psychology Journal International Dakwah and Communication Journal of Moeslim Research Technik Journal of Selvicoltura Asean Research Psychologie, Orientation et Conseil Journal of Loomingulisus ja Innovatsioon Research of Scientia Naturalis Journal of Social Entrepreneurship and Creative Technology Journal of Humanities Research Sustainability Journal Markcount Finance Sharia Oikonomia Law Journal International Journal of Educational Narratives Journal of Social Science Utilizing Technology
Syafiq Amir
Universiti Kebangsaan
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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BUILDING ADAPTIVE CURRICULUM MODELS WITH AI: INNOVATIONS AND IMPLICATIONS FOR TEACHING AND LEARNING Dame Siregar; Zain Nizam; Syafiq Amir
Al-Hijr: Journal of Adulearn World Vol. 5 No. 4 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i4.1300

Abstract

The integration of artificial intelligence (AI) into education is rapidly transforming traditional curriculum models, offering new opportunities for personalized learning. AI-powered adaptive curriculum models have the potential to provide real-time, personalized learning experiences that cater to individual student needs. This study explores the role of AI in developing adaptive curricula and its impact on teaching and learning processes. The research aims to evaluate the effectiveness of AI-driven adaptive curriculum models in improving student engagement, academic performance, and overall learning outcomes. A mixed-methods approach was used, combining quantitative assessments of student performance with qualitative feedback from both students and teachers. The findings indicate that students in AI-powered learning environments exhibited a 20% improvement in academic outcomes and a 25% increase in engagement compared to students using traditional curricula. Additionally, teachers reported positive feedback regarding the adaptability and effectiveness of AI tools in addressing diverse student needs. The study concludes that AI-enhanced adaptive curriculum models offer significant potential for improving educational practices by providing more personalized, dynamic, and engaging learning experiences. Future research should explore the long-term impacts of AI-driven curricula and address ethical concerns related to data privacy and algorithmic biases.
Co-Authors Achmad Nashrul Waahib Ahmad Faisol Aiman Fariq Akbar Syaiful Luneto Amin Zaki Antoni Pribadi Arten Mobonggi Azzuan Azzuan Dame Siregar Erwin Erwin Faisal Razak Haziq Idris I Wayan Rediyasa Iwan Ady Prabowo Joseph Tumusiime Khoironi Fanana Akbar Kusnadi Kusnadi Liam Wilson Masud Muhammadiah Miftahuddin Miftahuddin Moh. Qomar Syarifuddin Muhammad Ilyas Marwal Mujahid Damopolii Mujawaroh Annafi Mukhlis Mukhlis Nurhayati Nurhayati Nurul Huda Nyak Mustakim Rashid Rahman Rimba Krisnha Sukma Rina Farah Saiful Fallah Teboho Maseko Thabo Mokoena Titiek Deasy Saptaryani Wulandari Sungkowo Tri Putri Zain Nizam Zandra Flowers Zubaidi Budi Hartanto Zulkarnain Dama