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All Journal DIMAR: Jurnal Pendidikan Islam Management of Education: Jurnal Manajemen Pendidikan Islam
Ir Arifin
Institut Agama Islam Al-Jihad Shalahuddin Al-Ayyubi Jakarta, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Transformasi Pendidikan Agama Islam di Perguruan Tinggi Keagamaan Islam: Studi Kasus Program Studi PAI di IAI Al Jihad Shalahuddin Al Ayyubi Jakarta Suryantoro, MH.; Arifin, Ir.
DIMAR: Jurnal Pendidikan Islam Vol. 7 No. 1 (2025): Dimar: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58577/dimar.v7i1.648

Abstract

Islamic Religious Education (Pendidikan Agama Islam/PAI) in Islamic higher education institutions is increasingly challenged to remain relevant amid rapid social, cultural, and religious transformations. In practice, PAI has long been dominated by normative and textual approaches, which tend to limit its responsiveness to contemporary social realities. Although the discourse on transforming PAI has grown, existing studies are largely conceptual and normative, with limited empirical evidence at the program study level. This study aims to examine the transformation of PAI through a case study of the PAI Program at IAI Al Jihad Shalahuddin Al Ayyubi Jakarta, focusing on shifts in paradigm, pedagogy, and social praxis. Using a qualitative case study approach, data were collected through document analysis, including institutional self-evaluation reports, curriculum documents, strategic plans, and reports on research and community engagement, and analyzed thematically. The findings reveal a significant shift in PAI from a normative-textual orientation toward a more contextual, reflective, and socially responsive approach. This transformation is evident in the integration of Islamic values with social realities, the adoption of participatory and reflective pedagogical practices, and the expansion of PAI’s role in community engagement. The study contributes empirically to the field of Islamic Religious Education by demonstrating how PAI can be developed as a transformative discipline grounded in institutional practice. It concludes that PAI has strong potential to function as a dynamic and relevant field of study capable of responding to contemporary challenges while maintaining its normative Islamic foundations.
Artificial Intelligence and Academic Performance in Higher Education: The Mediating Role of Self-Regulated Learning and the Influence of Learning Motivation and Digital Literacy Ir Arifin
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v12i1.20395

Abstract

-The integration of artificial intelligence (AI) in higher education has attracted growing scholarly attention; however, existing studies largely emphasize technology adoption while offering limited insight into the mechanisms through which AI influences academic performance. Addressing this gap, this study proposes and tests a mechanism-based model that examines the role of self-regulated learning (SRL) in mediating the relationship between AI usage and academic outcomes, while incorporating learning motivation and digital literacy as antecedent factors. Using survey data from 547 undergraduate students, the study employs structural equation modeling to analyze both direct and indirect relationships among the constructs. The findings reveal that AI usage has a significant positive effect on academic performance and SRL, with SRL emerging as the strongest predictor of academic outcomes and a key mediating mechanism. Learning motivation significantly drives AI usage, whereas digital literacy does not directly influence academic performance but operates indirectly through SRL. These results suggest that the effectiveness of AI is contingent upon students’ ability to regulate their learning processes rather than the mere adoption of technology. This study contributes to the literature by extending technology adoption perspectives toward a process-oriented framework that integrates motivational, technological, and cognitive dimensions. The findings offer important implications for educators and policymakers, emphasizing that optimizing AI in education requires not only access to technology but also the development of students’ self-regulatory capacities.
Co-Authors Suryantoro, MH.