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

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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.
Analysis of the Islamic Learning Environment in Fostering Motivation to Learn Islamic Religious Education (PAI): A Case Study at SMP IT As-Syukuriah Kuningan Yopi Taufik Akbar; Nur Fasiha; Asran Asran; 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.v5i1.270

Abstract

This study aims to provide an in-depth description of the construction of an Islamic learning environment and its significance in fostering student learning motivation within the Islamic Religious Education (PAI) subject at SMP IT As-Syukuriah Kuningan. As an institution implementing a full-day school system, creating a consistent religious atmosphere serves as a key strategy for sustaining student enthusiasm for learning. A descriptive qualitative method with a case study design was employed. Data were gathered through in-depth interviews with the principal, PAI teachers, and students, alongside participant observation to capture daily school activities. The results indicate that student learning motivation at SMP IT As-Syukuriah is driven not merely by classroom instruction but by a "hidden curriculum" emerging from three environmental dimensions: the physical-symbolic, the social-humanistic, and the organizational-spiritual. The findings conclude that a learning environment emphasizing exemplary conduct (uswah hasanah) and the habituation of collective acts of worship can transform student motivation from a mere sense of academic obligation into spiritual awareness. This study highlights the importance of designing a school environment aligned with Islamic philosophical values ​​as a supporting instrument for the success of PAI instruction in secondary schools.
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): Action Research and Community Development
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.
Analysis of the Islamic Learning Environment in Fostering Motivation to Learn Islamic Religious Education (PAI): A Case Study at SMP IT As-Syukuriah Kuningan Yopi Taufik Akbar; Nur Fasiha; Asran Asran; Mahbub Nuryadien
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.270

Abstract

This study aims to provide an in-depth description of the construction of an Islamic learning environment and its significance in fostering student learning motivation within the Islamic Religious Education (PAI) subject at SMP IT As-Syukuriah Kuningan. As an institution implementing a full-day school system, creating a consistent religious atmosphere serves as a key strategy for sustaining student enthusiasm for learning. A descriptive qualitative method with a case study design was employed. Data were gathered through in-depth interviews with the principal, PAI teachers, and students, alongside participant observation to capture daily school activities. The results indicate that student learning motivation at SMP IT As-Syukuriah is driven not merely by classroom instruction but by a "hidden curriculum" emerging from three environmental dimensions: the physical-symbolic, the social-humanistic, and the organizational-spiritual. The findings conclude that a learning environment emphasizing exemplary conduct (uswah hasanah) and the habituation of collective acts of worship can transform student motivation from a mere sense of academic obligation into spiritual awareness. This study highlights the importance of designing a school environment aligned with Islamic philosophical values ​​as a supporting instrument for the success of PAI instruction in secondary schools.
Reconstruction of the High School Islamic Religious Education (PAI) Curriculum: Integrating the Kurikulum Merdeka and Pesantren Approaches Based on Teacher and Student Perceptions Niswatin Abdul Cholik; Mahbub Nuryadien; Faridatuz Zahro; Iman Zaelani
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.280

Abstract

PAI in senior high schools faces a structural gap between Merdeka Curriculum’s flexibility and pesantren’s depth in character formation. Using a mixed-method design, data were collected from 17 PAI teachers and 36 SMA students across West Java via structured questionnaires. This study aims to: (1) analyze teachers’ perceptions of Merdeka Curriculum implementation; (2) examine students’ perceptions of PAI in relation to pesantren values; (3) conduct a comparative analysis of both curricula; and (4) formulate a reconstructed PAI curriculum model integrating both approaches. Findings show that: (1) teachers hold strong conceptual understanding of Merdeka Curriculum (mean 4.41-4.53/5.00) yet struggle to translate it into spiritually meaningful practice; (2) students express consistent dissatisfaction with rote memorization cited by 14 of 36 respondents and desire interactive, value-enriched learning; (3) both curricula are seen as complementary, with pesantren excelling in character formation and Merdeka Curriculum in learner autonomy; and (4) the ideal PAI curriculum must integrate active-reflective methods (halaqah, muhasabah) within P5, structured ibadah habituation, authentic behavioral assessment, and teachers as spiritual mentors unifying knowing, doing, and being.
A Critical Analysis of Islamic Religious Education (PAI) Curriculum Policy in Madrasas in Addressing the Challenges of Society 5.0: Between Tradition and Innovation Dzihan Farkhiyah; Dedi Purnomo; Iin Syamsul Arifin; Mahbub Nuryadien
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.281

Abstract

The Islamic Religious Education (PAI) curriculum policy in Indonesian madrasas faces dual pressures between maintaining Islamic scholarly traditions and responding to the demands of the human-centered Society 5.0 era, but no study has yet critically examined the madrasah PAI curriculum regulatory documents from a comprehensive Society 5.0 perspective. This study aims to: (1) analyze the content of the PAI curriculum policy in relation to the preparation of Society 5.0 competencies; (2) identify the tension between Islamic scholarly traditions and the demands of Society 5.0 innovation in policy documents; (3) explore the extent to which policies respond to key Society 5.0 competencies; and (4) formulate conceptual recommendations for policy reform that synergistically bridges tradition and innovation. The study uses a qualitative approach with a document analysis design based on a critical policy analysis framework, covering four national policy documents: KMA No. 184 of 2019, CP PAI 2025, and Renstra Kemenag 2020–2024 analyzed using a three-category thematic coding matrix and verified through source triangulation. The results of the study found that: (1) the policy has not explicitly mentioned the Society 5.0 paradigm and still operates within the logic of the Industrial Revolution 4.0; (2) the content of Islamic tradition appears dominant but has not been accompanied by an integration strategy with the demands of Society 5.0; (3) digital literacy based on Islamic values ​​​​is only present in Phase F, absent at the MI and MTs levels; and (4) the innovation mandate is permissive without minimum standards, potentially widening the digital divide between madrasas. This research contributes as the first study using the What's the Problem Represented to Be framework, to dissect the madrasah PAI curriculum policy from a Society 5.0 perspective, while also offering operational recommendations for the Ministry of Religious Affairs in revising KMA No. 184 of 2019, progressively updating the CP PAI from MI to MA, and developing technical guidelines for equitable Islamic value-based technology integration.
Co-Authors Aang Saeful Laksana Aola ‘Amaliani Asran Asran Dedi Purnomo Dzihan Farkhiyah Faridatuz Zahro Iin Syamsul Arifin Iman Zaelani Niswatin Abdul Cholik Nur Fasiha Robiatul Adawiyah Yopi Taufik Akbar