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Amad Chumsoni
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TRANSFORMASI DIGITAL DALAM PENDIDIKAN ISLAM NONFORMAL DI LINGKUNGAN PERKANTORAN BUMN WIKA : INTEGRASI ARTIFICIAL INTELLIGENCE, BIG DATA, DAN PEMBELAJARAN IMERSIF MENUJU INDONESIA EMAS 2045 Amad Chumsoni; Oki Setiana Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55905

Abstract

The acceleration of digital transformation has fundamentally changed the paradigm of educational management, including Islamic non-formal education within corporate environments. This study aims to analyze the strategic role of digital transformation through the integration of Artificial Intelligence (AI), Big Data Analytics, Blockchain, and immersive learning technologies in strengthening Islamic education programs within the State-Owned Enterprise (BUMN) environment, particularly at WIKA. This research employs a qualitative approach using library research methods by reviewing relevant scientific literature, policy documents, and contemporary studies on digital education and Islamic educational management. The findings reveal that digital transformation provides significant opportunities to improve the effectiveness, accessibility, accountability, and sustainability of Islamic educational activities in the workplace. The integration of AI enables personalized learning experiences, Big Data supports evidence-based decision-making, Blockchain enhances transparency and trustworthiness of educational records, while immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR) strengthen experiential learning processes. Furthermore, the study proposes a Digital Islamic Learning Ecosystem model that integrates technological innovation with Islamic values including Amanah, Syura, Itqan, and Adl. The study concludes that digital transformation in Islamic non-formal education should not merely focus on technological adoption but must serve as a strategic instrument for developing spiritually resilient, digitally literate, and globally competitive human resources in support of Indonesia Emas 2045.
REKONSTRUKSI SUPERVISI PENDIDIKAN ISLAM: MODEL PROFETIK BERBASIS TASYJIR, TAISIR, DAN ANTI-TA'SIR UNTUK MEWUJUDKAN INDONESIA EMAS 2045 Amad Chumsoni; Sanusi, Adi; Khairunnisa; Suryadi, Ahmad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57618

Abstract

Indonesia Emas 2045 requires educational supervision that not only improves professional competence but also strengthens teachers' character and spirituality. Contemporary supervision practices in many educational institutions remain largely administrative and compliance-oriented, causing supervision to lose its developmental and humanistic dimensions. This study aims to reconstruct a prophetic model of Islamic educational supervision based on the principles of Tasyjir, Taisir, and Anti-Ta'sir as a conceptual framework for improving educational quality toward Indonesia Emas 2045. The research employs a qualitative approach using library research and content analysis methods. Data were collected from the Qur'an, Hadith, classical Islamic educational literature, and contemporary studies on educational supervision. The findings show that prophetic supervision emphasizes empowerment, facilitation, and humanistic guidance rather than punitive control. Tasyjir functions as a motivational and empowerment mechanism, Taisir provides practical and solution-oriented assistance, while Anti-Ta'sir rejects toxic, rigid, and excessively bureaucratic supervision practices. The study proposes a Prophetic Supervision Framework that integrates Islamic values—tauhid, amanah, ihsan, musyawarah, and adl—with modern transformational supervision approaches. This model contributes theoretically to the development of holistic educational supervision and practically offers guidance for supervisors, principals, and teachers in fostering professional competence, character formation, and spiritual resilience in the digital era.
Co-Authors Ahmad Suryadi, Ahmad Khairunnisa Oki Setiana Dewi Sanusi, Adi