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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) TOFEDU: The Future of Education Journal Edcomtech: Jurnal Kajian Teknologi Pendidikan
Mabruri Mabruri
Institut Agama Islam Yasni Bungo
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementasi Artificial Intelligence untuk Penguatan Manajemen Pembelajaran Akidah Akhlak di Era Digital: Studi Kasus Pondok Pesantren Raudhatul Mujawwidin Tebo Lailil Karmi; Mabruri Mabruri; Ulfa Adilla; Baili Baili; Nur Aysah; Nurhasanah Nurhasanah
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 7 No. 2 (2022)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v7i22022p166

Abstract

This study analyses the implementation of Artificial Intelligence (AI) for strengthening the management of Akidah Akhlak learning in the digital era at Pondok Pesantren Raudhatul Mujawwidin, Tebo. The rapid development of digital technology requires Islamic educational institutions to adapt to technological innovation in order to enhance the effectiveness of the learning process. A qualitative approach with a case study design was employed. Data were collected through participant observation, in-depth interviews and documentation, involving the head of the pesantren and Akidah Akhlak teachers as primary informants. Data were analysed through the interactive model of data reduction, data display and verification, while the trustworthiness of the findings was tested through source and method triangulation. The results indicate that AI supports the entire cycle of Akidah Akhlak learning management, from planning, implementation, evaluation, to monitoring. AI is utilised for generating digital teaching materials, analysing students learning needs, presenting moral case study scenarios relevant to modern life, and accelerating assessment. However, several challenges remain, including limited teacher digital literacy, inadequate technological infrastructure, and the need for ethical guidelines aligned with Islamic values. Continuous teacher training and internal pesantren policies are therefore essential for optimising AI use. This study contributes a contextual framework that positions AI as a pedagogical assistant rather than a replacement for the kiai santri relationship, in order to ensure that the integration of AI strengthens adaptive, effective and value-based Akidah Akhlak learning.
PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERORIENTASI MODERASI BERAGAMA DALAM MEMBANGUN SIKAP TOLERAN Linda Lestari; M.Faidul Minan; M. Salik; Rahma Aulia; Mabruri Mabruri; Baili Baili
Jurnal Review Pendidikan dan Pengajaran Vol. 5 No. 1 (2022): Volume 5 Nomor 1 Juni Tahun 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v5i1.59588

Abstract

Penelitian ini mengkaji bagaimana Pembelajaran Pendidikan Agama Islam (PAI) yang menekankan moderasi beragama berkontribusi dalam pengembangan sikap toleran siswa. Studi ini meneliti cara-cara di mana strategi pembelajaran yang berorientasi moderasi meningkatkan kesadaran siswa terhadap keberagaman agama dan mendorong interaksi yang saling menghormati dalam konteks multikultural. Dengan menggunakan pendekatan studi kasus kualitatif, data dikumpulkan melalui observasi kelas, wawancara dengan pendidik dan siswa, serta analisis dokumen dan kurikulum yang relevan. Hasil penelitian menunjukkan bahwa pembelajaran PAI berbasis moderasi mendorong pemahaman kritis terhadap prinsip-prinsip agama, memfasilitasi dialog konstruktif antarperbedaan, dan menumbuhkan perilaku yang ditandai oleh toleransi, empati, dan saling menghormati. Selain itu, penelitian ini menyoroti beberapa faktor yang mendukung keberhasilan penerapan pendidikan berorientasi moderasi, termasuk kompetensi guru, metode pembelajaran yang relevan dengan konteks, dan penggunaan contoh nyata interaksi antaragama. Temuan ini menekankan pentingnya mengintegrasikan prinsip moderasi beragama dalam pendidikan untuk menciptakan lingkungan sekolah yang inklusif dan harmonis.
PERKEMBANGAN JIWA KEAGAMAAN REMAJA DAN PENGUATAN MODERASI BERAGAMA DALAM PENDIDIKAN AGAMA ISLAM DI SMPN 2 BUNGO Eka Dela Padmawati; Siti Khamim; Mabruri Mabruri; Sugeng Kurniawan; Baili Baili; Novita Nurul Hidayah
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 1 (2024): Volume 7 No 1 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i1.60035

Abstract

Penelitian ini bertujuan untuk menganalisis perkembangan jiwa keagamaan remaja serta penguatan moderasi beragama dalam pembelajaran Pendidikan Agama Islam di SMPN 2 Bungo. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Data dianalisis dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perkembangan jiwa keagamaan remaja dipengaruhi oleh faktor internal seperti perkembangan emosional dan kognitif, serta faktor eksternal yang meliputi keluarga, sekolah, dan lingkungan sosial. Penguatan moderasi beragama dilaksanakan melalui integrasi nilai toleransi, keseimbangan (tawasuth), keadilan (i’tidal), dan sikap anti-radikalisme dalam proses pembelajaran, keteladanan guru, serta kegiatan keagamaan di sekolah. Implementasi tersebut berkontribusi dalam membentuk karakter peserta didik yang toleran, menghargai perbedaan, dan memiliki pemahaman keagamaan yang moderat.
EFEKTIVITAS IMPLEMENTASI KURIKULUM MERDEKA DALAM MATA PELAJARAN PAI TERHADAP PENGEMBANGAN BERPIKIR KRITIS RELIGIUS SISWA: STUDI MIXED-METHODS DI MTSS AL-IKHLAS SUNGAI ARANG BUNGO Syukur Arianto; Muhammad Sabli; Mabruri Mabruri; Andryadi Andryadi; Noviriani Noviriani
Jurnal Review Pendidikan dan Pengajaran Vol. 4 No. 1 (2021): Volume 4 Nomor 1 Tahun 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i2.60038

Abstract

Kurikulum Merdeka menekankan pembelajaran berdiferensiasi dan pengembangan kompetensi holistik, termasuk dimensi berpikir kritis religius dalam Pendidikan Agama Islam (PAI). Penelitian ini bertujuan menguji efektivitas implementasi Kurikulum Merdeka pada mata pelajaran PAI terhadap pengembangan berpikir kritis religius siswa di MTsS Al-Ikhlas Sungai Arang, Kabupaten Bungo. Desain penelitian menggunakan pendekatan mixed-methods eksplanatori sekuensial. Sampel kuantitatif terdiri dari 84 siswa kelas VII dan VIII yang dipilih secara purposive, dilengkapi instrumen tes berpikir kritis religius (reliabilitas α=0,87) dan wawancara mendalam dengan 4 guru PAI serta 6 siswa. Analisis kuantitatif menggunakan uji-t berpasangan dan regresi linear sederhana, sementara analisis kualitatif menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil menunjukkan peningkatan signifikan pada skor berpikir kritis religius (t=6,421, p<0,001, d=0,89) dengan kontribusi implementasi Kurikulum Merdeka sebesar 62%. Temuan kualitatif mengonfirmasi bahwa pendekatan proyek, diferensiasi konteks lokal, dan refleksi nilai Islam memperkuat kemampuan analisis, evaluasi, dan pengambilan keputusan berlandaskan dalil. Penelitian ini merekomendasikan penguatan kapasitas guru dalam merancang asesmen autentik berbasis HOTS serta integrasi konteks kearifan lokal dalam modul ajar PAI.
The Implementation of the Khalifah fil Ard Concept in Islamic Religious Education for Strengthening Environmental Care Character: A Study in Jambi Province Doni Pratama; Baili Baili; Joni Juli Yandra; Andryadi Andryadi; Mabruri Mabruri
The Future of Education Journal Vol 3 No 2 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i2.1979

Abstract

The degradation of peatland ecosystems, pollution of the Batanghari River, and the increasing risk of forest and land fires in Jambi Province demand educational responses that are not only technocratic but also grounded in spiritual and axiological values. The Qur’anic concept of Khalifah fil Ard offers a relevant theological and ethical framework for fostering students’ environmental responsibility. This study analyzes the implementation of this concept in Islamic Religious Education (IRE) and its impact on strengthening students’ environmental responsibility in educational institutions across Jambi Province. The research employed a sequential explanatory mixed-methods design involving 248 junior secondary school students (SMP/MTs) and eight Islamic Religious Education teachers from Jambi City and Muaro Jambi Regency. Quantitative data were collected using an expert-validated Environmental Responsibility Character Scale (α = 0.87), while qualitative data were obtained through in-depth interviews, participant observation, and analysis of instructional documents. The results of the paired-sample t-test revealed a significant improvement in students’ environmental responsibility scores (t(247) = 14.32, p < 0.001, d = 1.92). Qualitative findings identified a four-phase implementation model consisting of: (1) tadabbur alam (contemplation of nature), (2) theological reflection, (3) practical environmental action based on Jambi Malay local wisdom, and (4) collaborative evaluation. Supporting factors included the implementation of the Merdeka Curriculum, teachers’ pedagogical competence, and strong school–community partnerships. Major challenges involved limited instructional time, the scarcity of contextual ecological teaching materials, and unequal access to digital infrastructure in peripheral areas. The study concludes that the concept of Khalifah fil Ard is effective as an axiological framework for Islamic Religious Education when integrated with reflective pedagogy and local environmental problem-based projects. The study recommends the development of Jambi-contextualized teaching modules, professional training for Islamic Religious Education teachers in Islamic ecopedagogy, and cross-sector collaboration involving educational authorities and religious institutions to strengthen value-based environmental education.
The Internalization of Tolerance Values through Multicultural-Based Islamic Religious Education in Public Schools Purlina Purlina; Baili Baili; Siti Khamim; Ulfa Adilla; Mabruri Mabruri
The Future of Education Journal Vol 3 No 3 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i3.1982

Abstract

This study aims to analyze the process of internalizing tolerance values through multicultural Islamic Religious Education (IRE) in public schools. Employing a qualitative approach with a multi-site case study design, the research was conducted in three public senior high schools located in urban and semi-urban areas. Data were collected through participant observation (12 classroom sessions in each school), in-depth interviews with IRE teachers and students, and analysis of instructional documents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the internalization of tolerance values was achieved through three main strategies: (1) the integration of multicultural content into moral education and social jurisprudence (fiqh al-mu‘āmalah) materials; (2) collaborative project-based learning involving interfaith and intercultural engagement; and (3) reflective habituation through spiritual journals and ethical discussions. Supporting factors included teachers’ pedagogical competence, supportive school policies, and an inclusive social climate. The primary challenges were limited instructional time, resistance stemming from narrow textual interpretations, and insufficient teacher training in multicultural educational approaches. This study contributes theoretically to the development of contextual Islamic Religious Education models and provides practical guidance for implementing tolerance education in public schools. It is recommended that teachers’ capacities be strengthened through continuous professional development programs and that tolerance-related attitude assessments be integrated into the Merdeka Curriculum framework.
The Impact of Madrasah Principal Accountability on the Quality of Islamic Religious Education Learning Delfita Nurhidayati; Muttaqin Muttaqin; Lilis Setiawati; Muhammad Agus Zainan Junaidi; Baili Baili; Mabruri Mabruri
The Future of Education Journal Vol 4 No 2 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i2.1986

Abstract

This study aims to analyze the forms and implementation of madrasah principal accountability and its impact on the quality of Islamic Religious Education (IRE) learning processes and outcomes at SMP Darul Hasanah Al Inayah 2. The study employed a qualitative approach with a descriptive field research design. The research participants consisted of the madrasah principal and several teachers, particularly Islamic Religious Education teachers. Data were collected through observations, interviews, and documentation. The collected data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that the accountability of the madrasah principal is manifested through the planning of instructional programs, the implementation of academic supervision, the management of educational resources, and the transparent reporting of educational activities to relevant stakeholders. The implementation of such accountability has a positive impact on improving the quality of Islamic Religious Education learning, both in terms of more structured and effective learning processes and enhanced teacher competence in conducting instructional activities. Therefore, madrasah principal accountability plays a crucial role in improving the quality of both the learning process and learning outcomes in Islamic Religious Education.
Co-Authors Andryadi Andryadi Baili Baili Delfita Nurhidayati Doni Pratama Eka Dela Padmawati Joni Juli Yandra Lailil Karmi Lilis Setiawati Linda Lestari M. Salik M.Faidul Minan Muhammad Agus Zainan Junaidi Muhammad Sabli Muttaqin Muttaqin Noviriani Noviriani Novita Nurul Hidayah Nur Aysah Nurhasanah Nurhasanah Purlina Purlina Rahma Aulia Siti Khamim Sugeng Kurniawan Syukur Arianto Ulfa Adilla