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Artificial Intelligence in Lebanese Upper Elementary Science Classrooms: Readiness, Practices, and Pedagogical Impact Habib Badawi; Adiyono Adiyono
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/r2ajk953

The integration of artificial intelligence (AI) into K–12 education raises urgent questions about pedagogical quality, teacher readiness, and educational equity. The present investigation examines AI readiness, classroom practices, and pedagogical impact in Lebanese upper elementary science education, a context shaped by structural inequality, fragile infrastructure, and growing educator interest in digital transformation. A convergent parallel mixed-methods design was employed, combining structured teacher surveys adapted from DigCompEdu and Technological Pedagogical Content Knowledge (TPACK)-validated instruments, systematic classroom observations, and semi-structured interviews with teachers and school leaders across public and private Lebanese schools. Findings reveal that participating teachers predominantly occupy intermediate DigCompEdu competence levels (Integrator to Expert), demonstrating functional digital competence but significant underdevelopment in higher-order AI pedagogical integration. Classroom practice predominantly relies on substitutive, Replacement-level AI use, while only a small number of better-resourced private schools implement transformative, AI-enabled science instruction. Barriers to integration are structural and systemic rather than motivational, with significant sector differences confirmed across all key competence and readiness measures. Significant equity disparities in AI access, professional development, and pedagogical impact persist across public and private school sectors. The investigation also identifies five underacknowledged pedagogical risks: teacher deskilling, the erosion of epistemic authority, generative AI hallucination hazards, algorithmic opacity in assessment, and the hidden curriculum of AI-mediated knowledge, and it argues that policymakers and practitioners must address these risks alongside structural challenges. The study further provides evidence-based policy recommendations for the Lebanese Ministry of Education, school leaders, and the research community, and outlines implications for the wider MENA region.

Interdisciplinary Humanities through Islamic Epistemology: Rethinking Japanese Curriculum Reform Habib Badawi
TATHO: International Journal of Islamic Thought and Sciences Volume 3, Issue 1 (2026)
Publisher : International Tatho Academics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70512/tatho.v3i1.79

This study aims to reconstruct and reinterpret the reform of the interdisciplinary humanities curriculum in Japan through the perspective of Islamic thought and science. Rather than positioning Japanese educational reform as a secular model that stands alone, this study places it as a comparative mirror to reexamine the principles of Islamic epistemology, particularly the concepts of the unity of knowledge (tawḥīd al-ʿilm), the integration of revelation and reason (naql–ʿaql), and the orientation of education based on maqāṣid al-sharīʿah. This study uses a qualitative-analytical and comparative approach by analysing curriculum documents, previous empirical findings, and classical and contemporary Islamic thought. The results of the analysis show that the reform of the Japanese humanities curriculum implicitly reflects values that are in line with the Islamic intellectual tradition, such as the rejection of the fragmentation of knowledge, the affirmation of the ethical dimension in learning, the strengthening of cultural-global awareness, and transformative learning that shapes the perspectives and social responsibilities of students. These findings confirm that the integration of the humanities is not a foreign concept in Islam, but rather has strong epistemological roots in the Islamic scientific tradition

Integrating Total Quality Management and Maqāṣid al-Sharīʿah under Spiritual Prestige-Driven Transformation Taufikin Taufikin; Muhammad Shobirin; Habib Badawi
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2026): Management Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i2.368

This study analyses how Total Quality Management (TQM) is implemented in the governance of elite Islamic boarding schools through the interaction between the Visionary, Integrated, and Prestigious (VIP) orientation and maqāṣid al-sharī'ah as an ethical control system. The study employs a qualitative approach with a multi-case study design at Pesantren Ar-Rohmah Putra Malang, IBS Ar-Rohmah Putri Malang, and Pesantren Islam Al-Irsyad Tengaran. Data were collected through document analysis, semi-structured interviews with 22 informants, and participatory observation, and were subsequently analysed using reflexive thematic analysis and cross-case comparisons. The results indicate that TQM serves as a stabilising mechanism for the quality management process through system strengthening, continuous evaluation, accountability, and evidence-based decision-making. The implementation of TQM is influenced by VIP Orientation, which reinforces strategic vision, institutional integration, and institutional legitimacy. At the same time, maqāṣid al-sharī'ah functions as an ethical control mechanism that ensures all managerial practices remain oriented toward Islamic values. The interaction of these three elements forms the Spiritual Quality Governance (SQG) framework, which integrates managerial effectiveness, institutional legitimacy, and moral-spiritual responsibility in pesantren governance. This study is limited to three elite pesantren; therefore, its results cannot yet be generalised to all types of pesantren in Indonesia. Consequently, future research is recommended to test the relevance of the SQG framework across various models of Islamic educational institutions using a comparative approach or mixed-methods design to expand its empirical validity and theoretical development

Dhikr-Based Qur’anic Education and Early Religious Character Development of Young Learners Taufikin Taufikin; Sri Nurhayati; Makmur Harun; Habib Badawi
Fenomena Vol 24 No 2 (2025): FENOMENA: Journal of the Social Sciences
Publisher : LP2M Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v24i2.351

Developing religious character in elementary school children through Qur'anic dhikr practices often faces challenges, especially in bridging ritual recitation with deeper spiritual internalization. While previous studies highlight the general role of tahfīẓ and dhikr in character formation, little research has examined the operational use of specific Qur'anic verses in structured daily routines for young learners. This study explores the implementation of Sūrat al-Insān verses 25–26 in daily dhikr activities at the Tahfidz Qur'an Islamic Boarding School for Children Raudlatul Falah (PPATQ RF). It identifies its implications for the development of children's religious character. Using a qualitative case study approach, data were collected through one-week participatory observation, in-depth interviews with teachers and parents, and document analysis. Thematic analysis was applied to triangulate findings across interviews, observations, and institutional records. Results show that structured daily dhikr grounded in Qur'anic verses enhances children's spiritual discipline, emotional stability, and religious awareness. Challenges include children's physical adaptation to demanding schedules, limited comprehension of abstract spiritual meanings, and inconsistent family support. The study concludes that an integrated dhikr approach—linking physical, emotional, and spiritual dimensions—significantly strengthens religious character formation. It demonstrates how operationalizing specific Qur'anic verses within a structured educational routine provides a replicable model for early character development. Pembentukan karakter religius pada anak usia sekolah dasar melalui praktik dzikir Qur’ani sering menghadapi kendala, terutama dalam menjembatani antara bacaan ritual dan internalisasi spiritual yang lebih mendalam. Meskipun penelitian sebelumnya menyoroti peran umum tahfīẓ dan dzikir dalam pembentukan karakter, masih sedikit penelitian yang mengkaji penggunaan operasional ayat-ayat Qur’an tertentu dalam rutinitas harian yang terstruktur bagi anak-anak. Penelitian ini mengeksplorasi implementasi Surat al-Insan ayat 25–26 dalam aktivitas dzikir harian di Pondok Pesantren Anak-anak Tahfidzul Qur’an Raudlatul Falah (PPATQ RF) serta mengidentifikasi implikasinya terhadap pembentukan karakter religius anak. Penelitian menggunakan pendekatan kualitatif studi kasus dengan teknik observasi partisipatif selama satu minggu, wawancara mendalam dengan guru dan orang tua, serta analisis dokumen. Analisis tematik diterapkan untuk menelaah temuan melalui triangulasi data wawancara, observasi, dan dokumen institusional. Hasil penelitian menunjukkan bahwa dzikir harian yang terstruktur berdasarkan ayat-ayat Qur’an mampu meningkatkan disiplin spiritual, kestabilan emosi, dan kesadaran religius anak. Tantangan yang muncul mencakup adaptasi fisik anak terhadap jadwal yang padat, keterbatasan pemahaman makna spiritual yang abstrak, serta dukungan keluarga yang tidak konsisten. Penelitian ini menegaskan bahwa pendekatan dzikir yang terintegrasi—melibatkan aspek fisik, emosional, dan spiritual—secara signifikan memperkuat pembentukan karakter religius. Kontribusi penelitian terletak pada penunjukan bagaimana operasionalisasi ayat Qur’an tertentu dalam rutinitas pendidikan terstruktur dapat menjadi model yang dapat direplikasi untuk pengembangan karakter sejak dini.

Kontekstualisasi Surah Al-Mulk Ayat 14 terhadap Pengawasan Berbantuan CCTV untuk Pembentukan Karakter di Pesantren Tahfiz Anak Taufikin Taufikin; Habib Badawi; Makmur Harun
Jurnal Studi Al-Qur'an Vol 22 No 2 (2026): Jurnal Studi Al-Qur'an
Publisher : Islamic Religious Education Departement

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JSQ.22.2.04

education; however, the dynamics of student life in the digital era present new challenges in maintaining behavioral consistency, whether under direct supervision or otherwise. This study aims to analyze how the use of Closed-Circuit Television (CCTV) is interpreted as a tool for character education by contextualizing Surah Al-Mulk, verse 14, regarding Allah's All-Knowing nature concerning all human actions. A qualitative method with a case study design was employed at a pesantren focused on Quranic memorization (tahfiz) for children. Data were gathered through observation, in-depth interviews with caregivers, teachers, administrators, and students, and analysis of institutional documents. Analysis was conducted using a thematic analysis codebook involving a staged coding process, theme development, and source triangulation. The results indicate that CCTV is not perceived merely as an instrument of control but as a pedagogical medium that helps bridge external surveillance with the cultivation of internal awareness (muraqabah). The findings also reveal that the effectiveness of CCTV relies on the internalization of religious values through guidance, role modeling, and spiritual reflection; consequently, student compliance transcends the mere feeling of being watched and evolves into a sustained moral consciousness. This study contributes to a broader understanding of surveillance technology implementation in Islamic education by demonstrating that the pedagogical function of CCTV becomes more meaningful when positioned as a tool supporting the internalization of Quranic values, rather than as a standalone control mechanism.

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