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All Journal TOFEDU: The Future of Education Journal Journal of Information System and Education Development
Herina Yanti
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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The Historiography of Madrasah Education and Social Dynamics in Minangkabau Herina Yanti; Iswantir Iswantir
The Future of Education Journal Vol 4 No 8 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1086

Abstract

This article examines the historiography of madrasah education and the social dynamics of the Minangkabau community in West Sumatra, Indonesia. Using a qualitative-historical approach, this study analyzes how madrasah, as a traditional Islamic educational institution, has undergone transformation in line with social, cultural, and epistemological changes. The findings show that the historiography of madrasah in Minangkabau represents a dialectical relationship between religious orthodoxy and the currents of modernization. The historical narratives that have developed both in traditional surau chronicles and writings of reformers such as Mahmud Yunus and HAMKA reveal a paradigm shift from theocentric education to a rational and integrative model of Islamic education. Sociologically, madrasah plays a significant role in supporting the social structure of Minangkabau, which is based on the principle of "adat basandi syarak, syarak basandi Kitabullah" (custom based on sharia, sharia based on the Qur'an). Madrasah serves as a cultural and moral agent, bridging the values of tradition and religion, while also shaping collective identity and ethical consciousness in society. The transformation of the madrasah curriculum also shows an epistemological syncretism between Islamic studies and general knowledge, reflecting adaptation to modern educational paradigms. In facing the challenges of globalization and digital transformation, madrasah in Minangkabau is required to innovate pedagogically without losing its spiritual and cultural authenticity. This research offers a conceptual model of the Humanist-Integrative Madrasah, emphasizing the integration of Islamic values, local wisdom, and global competence. Thus, the historiography of madrasah in Minangkabau not only demonstrates the continuity of Islamic educational traditions but also its role as an agent of social transformation in the modern era.
Pembelajaran Mendalam Berbasis AI Dalam Internalisasi Nilai Nilai Islam pada Mahasiswa Herina Yanti; Nurnee Bukehmatee
Journal of Information System and Education Development Vol. 4 No. 3 (2026): Journal Of Information System And Education Development
Publisher : Manna wa Salwa Foundation (Yayasan Manna wa Salwa)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62386/jised.v4i3.273

Abstract

The development of Artificial Intelligence (AI) and deep learning technology opens new opportunities in the transformation of Islamic education, particularly in the internalization of Islamic values among university students. This study aims to comprehensively examine how AI-based deep learning technology can be integrated into learning systems to strengthen the internalization of Islamic values among students in Islamic higher education institutions. The method used is a systematic literature review, analyzing sources from reputable Scopus-indexed international journals and leading reference books in the fields of Islamic education and educational technology. The results show that the application of AI-based deep learning in Islamic education is capable of creating adaptive, personalized, and contextual learning experiences that align with students' needs in understanding and internalizing Islamic values deeply. AI-based learning models enable the personalization of moral (akhlak), theological (aqidah), and legal (syariah) content through real-time analysis of student behavioral patterns and learning preferences. Findings also indicate that AI integration in Islamic educational processes requires an approach grounded in the Islamic philosophy of knowledge (ilmu), proper conduct (adab), and balance (tawazun), ensuring that technology does not replace the educator but serves as a pedagogical instrument that strengthens the relationship between knowledge and practice. The implications of this research encourage Islamic higher education institutions in Indonesia to develop holistic AI integration policies while preserving the spirit of Islamic education.
Co-Authors Iswantir M Nurnee Bukehmatee