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All Journal Pijar Pelita: Journal of Early Childhood Education and Early Childhood Islamic Education Jurnal Pendidikan Agama Islam JPIK Jurnal Pendidikan Islam dan Studi Keislaman
Rifa'i Rifa'i
Universitas Al-Hikmah Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Istikomah dalam Pedagogik: Studi Fenomenologis Konsistensi Mengajar Dosen yang Tidak Tergantung Jumlah Kehadiran Mahasiswa Rifa'i Rifa'i
Jurnal Pendidikan Agama Islam Vol. 2 No. 3 (2026): September 2026
Publisher : CV. Raskha Media Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62712/jurpai.v2i3.96

Abstract

Penelitian ini bertujuan mengeksplorasi fenomena istikomah (konsistensi) dalam praktik pedagogik dosen yang tidak tergantung pada jumlah kehadiran mahasiswa. Melalui pendekatan fenomenologis dengan studi kasus tunggal terhadap Dr. H. M. Badar, MM., M.Ag., penelitian ini mengungkap makna mendalam dari dedikasi mengajar sebagai panggilan jiwa dalam konteks pendidikan tinggi Islam di Indonesia. Pengumpulan data dilakukan melalui pengamatan langsung oleh penulis sebagai mahasiswa Pascasarjana semester 2 yang diajar oleh subjek, serta analisis dokumentasi berupa foto proses pengajaran di kelas semester 3 yang hanya dihadiri 1 mahasiswa. Analisis data menggunakan prosedur fenomenologis Moustakas yang meliputi bracketing, horizontalization, konstruksi unit makna, pengelompokan tematik, serta sintesis esensi pengalaman. Hasil penelitian mengidentifikasi lima tema utama: (1) transformasi motivasi dari kewajiban profesional menuju pengabdian spiritual, (2) internalisasi nilai-nilai istikomah sebagai fondasi pedagogik, (3) rekonstruksi makna kehadiran mahasiswa dalam perspektif pendidikan holistik, (4) strategi pedagogis adaptif dalam menghadapi dinamika kelas, dan (5) dampak keteladanan terhadap komunitas akademik. Penelitian ini berkontribusi pada pengembangan teori pedagogik berbasis nilai-nilai spiritual Islam dan memberikan model praktis bagi pengembangan profesionalisme dosen di era pendidikan modern yang cenderung transaksional.
Penguatan Ekosistem Pendidikan Islam Inklusif melalui Manajemen Kolaboratif: Peran Kepala Madrasah, Guru, dan Masyarakat dalam Membangun Sekolah Ramah Keberagaman Rifa'i Rifa'i
Pijar Pelita: Journal of Early Childhood Education and Early Childhood Islamic Education Vol. 2 No. 3 (2026): September
Publisher : PT Rizkarya Cendekia Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article analyzes how collaborative management can strengthen an inclusive Islamic education ecosystem by integrating the roles of madrasah principals, teachers, families, and communities. An integrative literature review was conducted on national and international scholarship published mainly between 2016 and August 2026, complemented by Indonesian policy documents and a global inclusion report. The literature was synthesized thematically around inclusive culture and policy, leadership, teacher professional capacity, family-community partnership, curriculum accommodation, and monitoring. The synthesis indicates that inclusive madrasahs are more sustainable when inclusion becomes a shared organizational commitment rather than a task delegated to special education personnel. Principals function as architects of vision, resource allocation, professional learning, and inter-institutional networks; teachers translate inclusion into differentiated, collaborative, and reflective pedagogy; and families and communities contribute contextual knowledge, social support, advocacy, and access to professional services. The article proposes a four-stage collaborative management cycle comprising needs mapping, participatory planning, adaptive implementation, and reflective monitoring. The framework is applicable to madrasahs, including Raudhatul Athfal, and is grounded in Islamic values of justice, compassion, human dignity, and respect for diversity.
Rekonstruksi Pendidikan Islam Berbasis Literasi Digital dan Moderasi Beragama di Era Kecerdasan Buatan Rifa'i Rifa'i
JPIK – Jurnal Pendidikan Islam dan Studi Keislaman Vol. 2 No. 3 (2026): September
Publisher : PT Rizkarya Cendekia Pustaka

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Abstract

This article aims to reconstruct Islamic education by integrating digital literacy and religious moderation as an ethical-pedagogical foundation for the use of artificial intelligence (AI). The study employs integrative library research by critically reviewing recent peer-reviewed studies, policy documents, and international AI education frameworks, with priority given to literature published between 2020 and 2026. The synthesis identifies three central problems: instrumental use of AI without epistemic verification, weakening of human and religious authority through algorithmic mediation, and insufficient linkage between digital competence and moderate religious character. The findings propose the IMAN-AI framework, consisting of epistemic Integrity, religious Moderation, human Agency, critical digital reasoNing, and human-centred AI use. The framework is operationalized through curriculum design, dialogical pedagogy, process-based assessment, teacher competence, and institutional governance. The discussion shows that AI can expand access, personalization, and feedback, but its educational value depends on critical verification, ethical responsibility, contextual interpretation of religious knowledge, and preservation of teachers’ formative roles. The article concludes that Islamic education should position AI as a supervised learning partner rather than an autonomous religious authority, thereby strengthening intellectual responsibility, social harmony, and meaningful digital citizenship.
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