Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Child Education Journal Journal of Educational Research and Practice
Makherus Sholeh
Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
From Intelligent Tutoring Systems to Generative AI: Changing Educational Priorities in Research Involving Asian-Affiliated Scholars Moch. Rizal Fuadiy; Ethem Gürhan; Adiyono Adiyono; Makherus Sholeh; M. Asep Fathur Rozi; Nur Kholis
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): Journal of Educational 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/jerp.v4i2.458

Abstract

This study examines how educational priorities have changed in artificial intelligence (AI) research involving scholars affiliated with institutions in 34 Asian countries and territories. It analyses 1,585 English-language Scopus journal articles published between 2010 and 2026, with partial coverage for 2026 up to 23 May. Biblioshiny was used to map keyword co-occurrence, thematic positioning, and thematic evolution across three periods: 2010–2016, 2017–2020, and 2021–2026. TALL was applied to a random sample of 792 abstracts to elaborate on the educational meanings embedded in the bibliometric structures. The findings indicate a reorientation from computer-aided instruction, intelligent tutoring systems, and learning systems towards generative AI, ChatGPT, technology adoption, and emerging human–AI discourses. Higher education and students provide the field’s principal educational focus, although students are frequently positioned as technology users or as adopters. Pedagogical mechanisms, teacher agency, assessment redesign, and responsible-use competencies remain less integrated. AI literacy, academic integrity, ethics, and critical thinking are visible but remain embedded within the broader technology and adoption structure. Abstract-level patterns further revealed benefit-oriented framing around support, enhancement, and future potential, which should not be interpreted as evidence of educational effectiveness. The study contributes an education-centred account of how technological expansion has outpaced the conceptual integration of pedagogy, human agency, assessment, and responsible institutional conditions.
Educating Children in Crisis: Adaptive Islamic Curricula as Drivers of Transitional Justice in Nigeria, Somalia, and the Sahel Tri Wahyudi Ramdhan; Luluk Alfiya; Mowafg Abrahem Masuwd; Makherus Sholeh; Moh. Amiril Mukminin
Jurnal Pendidikan Anak Vol 8 No 2 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i2.8558

Abstract

Prolonged conflict in Sub-Saharan Africa has disrupted formal schooling for millions of children aged 6–18 years, threatening educational continuity and their cognitive, social, and emotional development. Despite their continued presence in conflict-affected communities, local Islamic educational institutions remain insufficiently examined within Education in Emergencies and the Humanitarian-Development-Peace Nexus. This study aims to examine how adaptive Islamic curricula support conflict-affected children and contribute to transitional justice in Nigeria, Somalia, and the Sahel. Using Qualitative Document Analysis, 42 strategically selected documents published between 2015 and 2025, comprising humanitarian reports from UNICEF, UNESCO, and the World Bank and peer-reviewed academic case studies, were triangulated and analysed through deductive thematic coding using a standardized 4R Framework codebook encompassing Redistribution, Recognition, Representation, and Reconciliation. The findings identify three context-specific mechanisms. In Nigeria, hybrid Tsangaya curricula promote Redistribution by integrating basic literacy into traditional learning and expanding access to education for disadvantaged, conflict-affected children. In Somalia, adaptations of Aqidah and Akhlaq pedagogy foster Reconciliation through prophetic narratives that support trauma healing and cognitive-emotional stability. In the Sahel, religious educators strengthen Representation by translating universal human rights concepts into vernacular Fiqh frameworks for community dispute mediation. These findings demonstrate that adaptive Islamic curricula function not merely as alternative schooling but as grassroots educational “survival infrastructure” linking learning continuity, psychosocial recovery, and locally grounded justice practices. The study therefore proposes Faith-Based Transitional Justice as a context-sensitive framework for strengthening post-conflict child education policy and practice.
Co-Authors Adiyono Adiyono Ethem Gürhan Luluk Alfiya M. Asep Fathur Rozi Moch. Rizal Fuadiy Moh. Amiril Mukminin Mowafg Abrahem Masuwd Nur Kholis Tri Wahyudi Ramdhan