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All Journal Tadrib: Jurnal Pendidikan Agama Islam Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Nursakinah Nasution
Universitas Muhammadiyah Sumatera Utara
Religion Education Environmental Science Library & Information Science Mechanical Engineering Social Sciences

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Repositioning Artificial Intelligence in Value-Based Islamic Religious Education Ellisa Fitri Tanjung; Nurman Ginting; Nursakinah Nasution
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2928

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly influenced educational transformation, including within Islamic Religious Education (Pendidikan Agama Islam/PAI). This study aims to systematically examine the empirical and conceptual evidence regarding the implementation of AI-based digital learning in strengthening students’ understanding of Islamic values, particularly among Generation Z learners in Muhammadiyah senior high schools. Using a Systematic Literature Review (SLR) approach guided by Kitchenham and Charters (2007) and the PRISMA framework, 28 peer-reviewed articles published between 2019 and 2025 were analysed from the Scopus, Web of Science, Dimensions, and Google Scholar databases. The findings indicate that AI applications such as adaptive learning systems, generative chatbots (e.g., ChatGPT), AI-based multimedia, and augmented reality significantly improve cognitive learning outcomes, student engagement, and critical thinking skills. However, the majority of studies emphasise measurable academic performance, while ethical considerations, theological validation, and character formation remain underexplored. This imbalance reveals a conceptual gap between technological efficiency and the holistic objectives of Islamic education. The study concludes that AI integration in PAI must be repositioned as a value-sensitive pedagogical instrument rather than merely a cognitive enhancement tool. Effective implementation requires ethical supervision, interpretative guidance, and alignment with Islamic educational philosophy to ensure balanced intellectual, moral, and spiritual development in the digital era.
Implementation of the Contextual Teaching and Learning (CTL) Approach in Islamic Religious Education Classes Nursakinah Nasution; Hasrian Rudi Setiawan; Selamat Pohan
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 3 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i3.19210

Abstract

Amid a growing contemporary youth morality crisis, secondary character education increasingly demands a pedagogical shift from passive instruction to localized, meaningful learning. This study examines the operationalization of the Contextual Teaching and Learning (CTL) framework within Islamic Religious Education (PAI) across senior high schools in Karo Regency to evaluate its efficacy in fostering authentic moral agency. Utilizing a qualitative multi-case research design anchored in social constructivism, data were gathered through extensive field investigations, document analyses of lesson plans, and behavioral rubrics across four distinct secondary educational environments. The results demonstrate that the systematic implementation of CTL successfully transforms abstract theological concepts into functional realities, shifting instructors from authoritative knowledge transmitters into active learning facilitators. Traditional cognitive testing was effectively replaced by multi-dimensional authentic assessment systems, including digital portfolios and peer-evaluation modules that track real-time behavioral modification. While robust institutional commitment and immersive religious school cultures served as vital structural and cultural catalysts, optimal execution faced notable bottlenecks, including restricted national curriculum credit hours, baseline disparities in student digital literacy, and external parental friction rooted in traditional, examination-oriented mindsets. Ultimately, this study concludes that sustainable character reformation rejects rigid instructional standardization in favor of place-based differentiation. To cultivate genuine moral internalization within modern student cohorts, educational stakeholders must grant instructors greater professional autonomy to decentralize micro-curriculum planning while building transparent, functional alliances that structurally unite school networks, parental spaces, and local community assets.
Co-Authors Ellisa Fitri Tanjung Hasrian Rudi Setiawan Nurman Ginting Pohan, Selamat