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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.
Co-Authors Aang Saeful Laksana Aola ‘Amaliani Asran Asran Nur Fasiha Robiatul Adawiyah Yopi Taufik Akbar