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p-Index From 2021 - 2026
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All Journal Journal of Islamic Education Research
Jamali Sahrodi
Cyber State Islamic University of Syekh Nurjati Cirebon
Religion Humanities Education

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Islamic Ethical Pedagogy for Artificial Intelligence Use: Insights from Islamic Religious Education Teachers in Indonesia Wahyu Muhammad Ibrohim; Abdul Aziz; Jamali Sahrodi
Journal of Islamic Education Research Vol. 7 No. 4 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i4.589

Abstract

This study investigates how Islamic Religious Education teachers cultivate ethical use of Artificial Intelligence (AI) in Indonesian Islamic schools amid rapid digital transformation. A qualitative case study was conducted at SMPS IT Nurul Wahdah Pontianak, Indonesia. Data were collected through classroom observations, semi-structured interviews with Islamic Religious Education teachers and school stakeholders, and document analysis. The data were analyzed using an interactive thematic approach involving data reduction, data display, and conclusion drawing, while credibility was ensured through source and method triangulation. The findings reveal that students widely utilize AI for learning, yet its use raises ethical concerns, including overdependence, declining academic integrity, limited critical reflection, and inadequate information verification. In response, teachers implement an integrated pedagogical approach by embedding the Islamic values of ṣidq (truthfulness), amānah (trustworthiness), mas'ūliyyah (responsibility), and tabayyun (critical verification), modelling ethical AI practices, promoting reflective Islamic digital literacy, and strengthening collaboration among schools and families. This study introduces Islamic Ethical Pedagogy as an integrated framework linking AI literacy, ethical governance, teacher agency, and Islamic educational values. The proposed framework provides theoretical and practical guidance for integrating AI responsibly while fostering students' ethical awareness, academic integrity, critical thinking, and character formation in Islamic education.
TPACK-Driven Digital Pedagogy in Islamic Elementary Education: Enhancing Learning Outcomes and Motivation in Aqidah Akhlak Gina Fauziyah; Jamali Sahrodi; Abdul Aziz
Journal of Islamic Education Research Vol. 7 No. 4 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i4.592

Abstract

This study aims to examine the effectiveness of TPACK-driven digital pedagogy in enhancing learning outcomes and learning motivation in Aqidah Akhlak among Islamic elementary students. Using a quantitative quasi-experimental pretest-posttest control-group design, the study involved fifth-grade students at SDIT Harapan Ummah Karawang. The experimental group received TPACK-based instruction, whereas the control group experienced conventional teaching. Data were collected through validated learning outcome tests and learning motivation questionnaires and analyzed using normality, homogeneity, and independent samples t-tests. The findings revealed that students exposed to TPACK-driven digital pedagogy achieved significantly higher learning outcomes and stronger learning motivation than those in conventional classrooms. These results indicate that integrating technology, pedagogy, and content knowledge creates more engaging, meaningful, and effective Aqidah Akhlak learning. The originality of this study lies in providing empirical evidence from Islamic elementary education, an underexplored context within TPACK research. Furthermore, the study extends existing scholarship by demonstrating that TPACK enhances both cognitive achievement and affective engagement simultaneously, offering practical guidance for teachers, schools, curriculum developers, and policymakers seeking sustainable digital transformation in Islamic Religious Education through pedagogically meaningful technology integration initiatives.
Co-Authors Abdul Aziz Gina Fauziyah Wahyu Muhammad Ibrohim