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All Journal EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Journal of Educational Management Research Global Education Journal Social Science Academic DAAR EL-MAKRIFAH: Journal of Islamic Religious Education DAAR EL-IDARAH: Journal of Islamic Education Management
Ahmad Silmul Fuady
Sekolah Tinggi Agama Islam Nurul Abror Al Robbaniyin
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Renegotiating Academic Integrity in the Age of Generative AI: A Case Study of the “Thinking Partner” Model in High School Learning Fathor Rohman; Ahmad Silmul Fuady
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol. 9 No. 1 (2026): Edu-Religia: Jurnal Keagamaan dan Pembelajarannya
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edu-religia.v9i1.12491

Abstract

The emergence of Generative Artificial Intelligence in secondary education has intensified concerns regarding academic integrity, particularly in argumentative writing practices. This study aims to examine how the Thinking Partner model, which positions AI as a dialogic cognitive partner, can reconstruct academic integrity while enhancing students’ critical reasoning. Employing a qualitative case study design, the research was conducted in one eleventh-grade class at a public senior high school in East Java involving 28 students engaged in structured AI-assisted argumentative tasks. Data were collected from student–AI interaction transcripts, written argumentative outputs, and reflective journals, and analyzed using thematic analysis through iterative coding that combined inductive theme development with deductive alignment to the cognitive partnership framework. The findings indicate a marked shift from output-oriented AI use toward dialogic engagement characterized by questioning, counter-argument testing, and reflective revision. This transformation corresponded with increased argumentative complexity and the development of internalized intellectual ownership. The study concludes that structured and transparent AI integration does not inherently undermine academic integrity; rather, it can reinforce reflective accountability within Islamic Religious Education learning contexts.
Gamified Learning: Comparative Analysis of Quizizz vs. Manual Methods on Enhancing Students' Long-Term Memory Retention Ahmad Silmul Fuady; Faid Widyawan Ainur Rizky; Patra Yonan; Muhammad Rokib; Ahmad Yusup
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1548

Abstract

Rapid expansion of digital pedagogy has intensified scholarly concern regarding the persistence of long-term memory retention within increasingly technology-mediated learning environments, particularly as conventional paper-based assessments continue to demonstrate vulnerability to accelerated cognitive decay associated with the forgetting curve. This investigation explores the comparative effectiveness of Quizizz and manual assessment methods in strengthening longitudinal mnemonic retention among secondary-level learners. Employing a quasi-experimental nonequivalent control group design, the study involved 64 participants divided into experimental and control cohorts across a four-week instructional intervention, followed by a 14-day delayed post-test interval to measure sustained recall stability. Empirical data reveal statistically significant differences between groups during both immediate and delayed retention assessments, with the experimental cohort demonstrating superior delayed recall performance (t(62) = 8.14, p < 0.001) and achieving a 93.38% retention rate compared to 84.13% within the manual cohort. The findings elucidate how interactive retrieval cycles, immediate feedback systems, and competitive engagement structures facilitate stronger cognitive consolidation and mitigate memory deterioration over time. The study ultimately underscores the necessity of reconfiguring assessment practices from static measurement procedures into digitally responsive reinforcement mechanisms capable of sustaining durable intellectual retention within contemporary instructional design frameworks.
Neuroeducation-Based Ice Breaking: A Conceptual Framework for Improving Self-Efficacy in Hybrid Learning Environments Ahmad Silmul Fuady; Andriansyah Andriansyah; Aqil Munawwar; Abdul Rosit; M. Ismail
Social Science Academic Vol. 3 No. 2 (2025)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.9679

Abstract

Hybrid learning environments intensify cognitive fragmentation, emotional fatigue, and psychological disconnection by forcing learners to navigate simultaneous digital and physical interaction systems that frequently overload attentional capacity and weaken academic confidence. Such conditions expose a critical gap in contemporary pedagogy, where instructional engagement strategies often ignore the neurobiological mechanisms shaping learner readiness and self-efficacy. This article synthesizes neuroeducation and educational psychology to propose a novel conceptual framework termed the Neuro-Flow Mechanism, designed to explain how neuroeducation-based ice breaking regulates emotional and cognitive states within hybrid classrooms. Employing an integrative literature review approach, the study bridges neuroscientific perspectives on cortisol modulation, dopaminergic activation, oxytocin-mediated social bonding, and prefrontal cortex stabilization with Bandura’s four pillars of self-efficacy: mastery experiences, vicarious experiences, social persuasion, and physiological-emotional states. The analysis demonstrates that strategically designed cognitive priming activities recalibrate emotional safety, reduce split-attention overload, strengthen collaborative trust, and sustain working memory readiness before complex instruction begins. The framework redefines ice breaking from a recreational classroom ritual into a biologically functional pedagogical mechanism capable of constructing brain-safe hybrid learning ecosystems that sustain engagement, resilience, and long-term academic self-efficacy.
The Effectiveness of Prompt Engineering in Islamic Education: Analyzing AI as a Cognitive Partner to Enhance Digital Literacy Ahmad Silmul Fuady; Maulida Wahyuni; Khoiriyatul Amaliyah; Arini Rusydah; Ratna Puspita AM
Journal of Educational Management Research Vol. 4 No. 3 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i3.2095

Abstract

This study aims to examine the role of prompt engineering in fostering digital literacy and reflective theological inquiry within Islamic education by positioning AI as a cognitive partner rather than a passive tool. Employing a qualitative literature study design, the research analysed scholarly sources using an interactive framework consisting of data condensation, data display, and conclusion drawing. The findings indicate that structured prompting strategies, including Zero-shot, Few-shot, and Chain-of-Thought approaches, enhance students’ interpretive reasoning, ethical verification, and dialogical engagement, aligning with the principles of Tafakkur and Tabayyun. Prompt engineering functions as intellectual scaffolding, transforming AI interactions into reflective inquiry and promoting higher-order thinking skills in religious learning contexts. These results suggest that AI-assisted learning, guided by thoughtful prompting, supports the cultivation of Ijtihad Digital, ethical discernment, and responsible human-AI collaboration. The study highlights the pedagogical potential of integrating AI through prompt engineering to advance contemporary Islamic education practices, reinforcing critical thinking and digital competence.
Deconstructing Modern Educational Theories: Reclaiming Transcendental Values in Islamic Education Curriculum Ahmad Silmul Fuady; Muhammad Amir Kulal
DAAR EL-MAKRIFAH: Journal of Islamic Religious Education Vol. 2 No. 01 (2026): DAAR EL-MAKRIFAH: Journal of Islamic Religious Education
Publisher : Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat, Institut Badri Mashduqi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jpai.v2i01.397

Abstract

An increasingly pervasive educational paradox lies in the capacity of modern educational theories to generate technical competence while simultaneously eroding the ontological and epistemological foundations that give human learning its ultimate meaning. Beneath the dominance of progressivism, constructivism, and outcome-based educational frameworks resides a secular architecture that progressively marginalizes transcendental sources of knowledge and redefines educational success through empirical utility and socio-economic functionality. This article undertakes a qualitative philosophical-conceptual inquiry employing text-based hermeneutics and critical content analysis of a corpus comprising foundational Western educational theories and seminal works of Islamic educational philosophy. The analysis reveals a structural cascade through which revelation, metaphysical consciousness, and sacred values are displaced from the center of curriculum design and subsequently translated into measurable behavioral indicators, reducing transcendental realities such as ikhlas, taqwa, and spiritual awareness to functional assessment categories. Such reductionism exposes a profound ontological mismatch between secular educational paradigms and the epistemological foundations of Islamic education. In response, the study advances a transcendental canopy model that repositions Divine Revelation (Wahyu) as the supreme epistemological framework governing all domains of knowledge. This reconstruction offers a philosophical foundation for curriculum renewal, educational leadership transformation, and the intellectual de-secularization of contemporary Islamic education
Spiritual Leadership as an Antidote to Academic Burnout: A Conceptual Synthesis of Role Conflict Resolution in Islamic Educational Institutions Fathorrohman; Ahmad Silmul Fuady
DAAR EL-IDARAH: Journal of Islamic Education Management Vol. 2 No. 01 (2026): DAAR EL-IDARAH: Journal of Islamic Education Management
Publisher : Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M)  of Institut Badri Mashduqi Probolinggo Jawa timur Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jmpi.v2i01.399

Abstract

Academic burnout within Islamic higher education has evolved into a systemic psychosocial crisis driven by the intensification of global performativity regimes, where publication metrics, accreditation demands, and bureaucratic accountability structures generate persistent role conflict and ontological dissonance among academics whose professional identity is simultaneously anchored in moral, pedagogical, and spiritual responsibilities. Addressing this condition requires more than managerial adaptation; it necessitates a reconstruction of leadership itself. Employing a Critical Conceptual Synthesis design, this study undertakes a dialectical interrogation of dominant techno-managerial paradigms and systematically reconfigures Fry’s Spiritual Leadership framework as an alternative explanatory and organizational architecture. The synthesis identifies three principal role-conflict typologies idealism–pragmatism incongruence, temporal overload, and ambiguity of rewards and demonstrates that the integrated operationalization of Vision, Hope/Faith, and Altruistic Love functions as a structural mechanism capable of neutralizing Rizzo’s role conflicts while simultaneously mitigating Maslach’s dimensions of emotional exhaustion, depersonalization, and reduced professional accomplishment. The resulting framework advances a paradigmatic shift in Islamic Educational Management, repositioning institutional governance beyond secular corporate mimicry toward an ethical-spiritual model that prioritizes meaning, psychosocial resilience, communal belonging, and human flourishing as foundational conditions of sustainable academic life.
Constructing Ecological Identity in Islamic Higher Education: A Systematic Review of Green Branding and Sustainability Management Siti Ulil Firdausiah; Ahmad Silmul Fuady; Sajid fiestighfarilah
DAAR EL-IDARAH: Journal of Islamic Education Management Vol. 2 No. 01 (2026): DAAR EL-IDARAH: Journal of Islamic Education Management
Publisher : Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M)  of Institut Badri Mashduqi Probolinggo Jawa timur Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66931/jmpi.v2i01.400

Abstract

Environmental sustainability has emerged as a defining dimension of institutional legitimacy in higher education, driven by the global expansion of the Sustainable Development Goals (SDGs) and growing expectations for universities to demonstrate ecological responsibility. Within Islamic higher education, however, a persistent gap remains between rich theological doctrines concerning environmental stewardship and the limited institutionalization of ecological identity within governance and reputation management practices. This study aims to examine how ecological identity can be constructed through the integration of Eco-Islamic values, sustainability management, and green branding strategies. Employing a Systematic Literature Review (SLR) guided by the PRISMA protocol, the study synthesizes scholarly publications indexed in Scopus and SINTA between 2016 and 2026. The review reveals that existing scholarship largely treats Islamic environmental ethics, sustainability governance, and green branding as separate domains, resulting in fragmented conceptual understanding. In response, this study develops the Eco-Islam Green Branding Architecture, a novel conceptual framework that links theological values, institutional sustainability practices, and environmental communication within a unified model of ecological identity formation. The framework contributes both theoretically and practically by providing a pathway through which Islamic higher education institutions can cultivate authentic ecological legitimacy and advance toward the realization of a Sustainable Islamic University
Co-Authors Abdul Rosit Ahmad Yusup Andriansyah Andriansyah Aqil Munawwar Arini Rusydah Faid Widyawan Ainur Rizky Fathor Rohman Fathorrohman Khoiriyatul Amaliyah M. Ismail Maulida Wahyuni Muhammad Amir Kulal Muhammad Rokib Patra Yonan Ratna Puspita AM Sajid fiestighfarilah Siti Ulil Firdausiah