Article Per Year (5 Year)
p-Index From 2021 - 2026
1.67
P-Index
This Author published in this journals
All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner AKHLAQUL KARIMAH: Jurnal Pendidikan Agama Islam
Khamam Khosiin
STIT Muhammadiyah Tanjung Redeb, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Humanistic Religious Model of Islamic Character Internalization among Broken Home Students: The Transformative Role of Islamic Religious Education Teachers in Integrated Islamic Schools Pusparini; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1473

Abstract

This study aims to develop a Humanistic-Religious Character Internalization Model for students from broken home families through the guidance of Islamic Religious Education (PAI) teachers at SDIT Ash Shohwah. The study is motivated by the increasing challenges faced by students experiencing family dysfunction, which affects their emotional stability, moral development, and religious identity formation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, PAI teachers, homeroom teachers, students from broken home backgrounds, and parents or guardians. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion verification. The findings reveal that PAI teachers experience a transformation of roles from religious knowledge transmitters into spiritual mentors, emotional companions, moral exemplars, and agents of character transformation. The study formulates the Humanistic-Religious Character Internalization Model consisting of four interconnected stages: (1) humanistic acceptance, (2) religious modeling, (3) religious habituation, and (4) spiritual internalization. This model demonstrates that religious character formation among vulnerable students requires integration between emotional support, teacher exemplary behavior, religious school culture, and spiritual guidance. Theoretically, this study contributes to Islamic education by offering a contextual model that integrates humanistic pedagogy, character education, and Islamic spirituality. Practically, the model provides an alternative framework for Islamic schools in developing responsive character education programs for students with complex family backgrounds.
Transforming Islamic Religious Education in the Artificial Intelligence Era: Developing a Digital Literacy Integration Framework for Strengthening Students’ Character in Primary Schools Devi; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1476

Abstract

The rapid development of Artificial Intelligence (AI) and digital technology has transformed educational practices, including Islamic Religious Education (PAI). However, technological integration in education requires a value-based pedagogical approach to ensure that digital transformation contributes to students’ character development. This study aims to analyze the role of digital literacy-based PAI learning in strengthening students’ character in the era of Artificial Intelligence and to develop an integrative framework connecting digital competence, AI utilization, teacher readiness, and Islamic character education. This research employed a mixed-methods approach using a sequential explanatory design. Quantitative data were collected through questionnaires measuring students’ digital literacy, teacher digital readiness, and character strengthening, while qualitative data were obtained through interviews, classroom observations, and document analysis. The quantitative results showed that digital literacy had a positive and significant relationship with students’ character strengthening (r = 0.610, p < 0.01), while teacher digital readiness demonstrated a stronger contribution to character development (β = 0.420, t = 5.230, p < 0.01). Qualitative findings revealed that AI-supported PAI learning becomes effective when technology is mediated through teachers’ pedagogical strategies and Islamic values. This study proposes the PAI Digital Literacy Integration Framework, which emphasizes that AI should function as a pedagogical medium for ethical, reflective, and character-based learning. The findings contribute to the development of digital Islamic education by integrating technological innovation with moral and spiritual dimensions.
Co-Authors Ahsan Hakim Benny Prasetya Darul Ihsan Devi Emilia Nurwati Ibnu Abbas Khoiriyah Maimunah Maimunah Mastora Mastora Pusparini Rahmat Hidayatullah Salasiah Saukani Nur Akbar Saputra Weny Alpina Yulis Sutiani