Makmur Harun
Universiti Utara Malaysia, Malaysia

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Artificial Intelligence-Enhanced Instructional Media Design: Phenomenological Insights from Pre-Service Islamic Education Teachers Umar; Suhendi; Ghulam Murtadlo; Purwiro Harjati; Makmur Harun
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 1 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i1.6999

Abstract

This study explores how pre-service Islamic Education teachers experience and interpret the use of Artificial Intelligence (AI) in designing instructional media during a teaching practicum program. Moving beyond performance-based evaluations of AI integration, the study conceptualizes AI as a socio-technical system that mediates pedagogical reasoning and professional identity formation. Using a qualitative phenomenological approach, data were collected through in-depth interviews, classroom observations, and document analysis involving eight undergraduate students. The data were analyzed using Interpretative Phenomenological Analysis (IPA) to uncover the lived meanings of AI use in instructional practice. The findings reveal four interconnected themes: AI as a transformational tool in media creation, AI as a pedagogical support, AI as a catalyst for reshaping classroom dynamics, and AI as a mediating presence in the becoming of novice teacher identity. Participants experienced a transition from perceived limitation to expanded capability, accompanied by increased confidence and reflexivity. At the same time, AI integration generated ethical and pedagogical tensions requiring critical judgment and contextual sensitivity. These findings suggest that AI in teacher education functions not merely as a technical enhancer, but as an identity-mediating presence that reshapes authority, engagement, and professional self-understanding within value-laden educational contexts. The study contributes theoretically by extending AI-in-education discourse toward phenomenological inquiry and value-sensitive technology integration.
From Orthodoxy to Radical Critique: An Epistemological Reading of Abdullah Al-Qasimi’s Religious Reason in Islamic Theology Helmi Syaifuddin; Yusuf Bahri Gundogdu; Makmur Harun; Muhammad Muhammad
Tasfiyah: Jurnal Pemikiran Islam Vol. 10 No. 2 (2026): Tasfiyah: Jurnal Pemikiran Islam
Publisher : University of Darussalam Gontor, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tasfiyah.v10i2.62

Abstract

This study aims to examine the transformation of Abdullah al-Qasimi’s religious reason by comparing the epistemic structures of his early, transitional, and late writings and identifying the continuities and changes underlying his intellectual trajectory. While previous studies have largely interpreted his shift from defending Salafi-Wahhabi orthodoxy to criticizing religion, tradition, Arab society, and reason as a biographical or ideological rupture, this study approaches it as a transformation of religious reason. Employing qualitative library research, intellectual history, and philosophical-theological analysis, the study comparatively examines representative primary texts through nine analytical categories: the source of truth, epistemic authority, the function of reason, the status of revelation, the conception of tawhid, the object of critique, modes of argumentation, the treatment of doubt and certainty, and the relationship between reason and transcendence. Al-Ghazali provides the diagnostic framework, while Syed Muhammad Naquib al-Attas’s Islamic Worldview serves as the evaluative horizon. The findings reveal a three-stage transformation. In the early phase, reason operates within firm doctrinal boundaries established by revelation and tawhid. In the transitional phase, inherited and mediated forms of authority become objects of critical scrutiny. In the late phase, this critical orientation extends to language, collective belief, religious representation, and reason itself. Despite these changes, an oppositional organization of truth and error persists across the three phases. This pattern is conceptualized as dichotomous reversal, in which the direction and objects of negation change without overcoming the underlying binary epistemic structure. The study therefore proposes epistemic integration as a reconstructive model that brings ʿaql, naql, ethical-spiritual formation, and tawhidic orientation into a mutually reinforcing relationship while preserving the critical function of reason.