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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Aang Saeful Laksana
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Education Public Health Social Sciences

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A Case Study on the Effectiveness of Using Student Reflection Journals as a Formative Evaluation Instrument in Islamic Religious Education (PAI) at MI Miftahul 'Ulum, West Cikarang Robiatul Adawiyah; S.T. Humayah; Aang Saeful Laksana; Muhammad Kholil; Fadhil Muhammad; Iis Arifudin
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.229

Abstract

This study aims to analyze the use of student reflection journals as a formative evaluation instrument in Islamic Religious Education (PAI) instruction at MI Miftahul ‘Ulum Cikarang Barat. The study employs a qualitative approach with a case study design. Research informants included the PAI teacher, the madrasa principal, and fifth-grade students. Data collection techniques involved semi-structured interviews, participant observation, and documentation. Data analysis utilized the interactive model proposed by Miles, Huberman, and Saldaña, comprising the stages of data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, method triangulation, member checking, and an audit trail. The results indicate that reflection journals are used routinely at the end of lessons to assess students' understanding, learning experiences, and difficulties during PAI instruction. The use of reflection journals enables teachers to gain deeper insights into students' learning progress and helps determine appropriate follow-up instructional actions. Reflection journals also influence students' learning engagement, critical thinking skills, learning awareness, and the development of their attitudes and religious understanding. The implementation of reflection journals is supported by teacher involvement and student enthusiasm, while challenges include limited instructional time and varying levels of student proficiency in reflective writing. This study demonstrates the effectiveness of reflection journals as a formative evaluation instrument in PAI instruction at the Madrasah Ibtidaiyah level.
The Disruption of Islamic Religious Education Curricula in the Artificial Intelligence Era and the Problem of Intolerance Among Modern Multicultural Students Robiatul Adawiyah; Aang Saeful Laksana; Aola ‘Amaliani; Mahbub Nuryadien
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.247

Abstract

This study aims to analyze the disruption of the Islamic Religious Education (PAI) curriculum in the era of Artificial Intelligence (AI) toward the problem of intolerance among modern multicultural students. The development of AI technology has brought major changes to educational systems, learning patterns, and the ways students understand religious values and social life. This condition creates new challenges for the PAI curriculum in fostering tolerance, religious moderation, and students’ social character in the digital era. This study employed a qualitative approach using library research methods. Research data were obtained from various scientific sources such as journals, books, articles, and academic documents published between 2018 and 2026. Data analysis techniques used content analysis through stages of data reduction, data presentation, and conclusion drawing. The results show that AI disruption has transformed the PAI learning paradigm into a more digital, flexible, and interactive technology-based system. The use of AI in education provides opportunities to strengthen digital literacy, religious moderation, and multicultural learning. On the other hand, AI development also has the potential to increase the spread of intolerance, digital radicalism, and exclusive religious understanding when it is not balanced with character education and ethical supervision. The PAI curriculum requires a humanistic approach, religious moderation, and digital literacy development to create students who are tolerant, inclusive, and adaptive to modern technological developments.
Co-Authors Aola ‘Amaliani Fadhil Muhammad Iis Arifudin Mahbub Nuryadien Muhammad Kholil Robiatul Adawiyah S.T. Humayah