Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Islamic Review : Jurnal Riset dan Kajian Keislaman Dawuh Guru: Jurnal Pendidikan MI/SD
Ulya Rosyita
Institut Pesantren Mathali'ul Falah Pati
Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Becoming Human through Stories: Transformative Islamic Narrative Pedagogy and the Reconstruction of Selfhood among Primary School Students in the Age of Artificial Intelligence Moh Aniq Khairul Basyar; Ulya Rosyita
Dawuh Guru: Jurnal Pendidikan MI/SD Vol 6 No 2 (2026): Agustus 2026
Publisher : Mafa Press in Collaboration with PGMI Tarbiyah Faculty IPMAFA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/guru.v6i2.2302

Abstract

The thunderous expansion of Artificial Intelligence (AI) in educational settings has fundamentally altered how children acquire knowledge, process information, and construct personal identity. Contemporary primary education, increasingly dominated by algorithmic content delivery and competency-based frameworks, risks neglecting the formative dimensions of human selfhood, consciousness, moral imagination, and narrative identity. This study introduces Transformative Islamic Narrative Pedagogy (TINP) as a novel theoretical framework for reconstructing selfhood and moral consciousness among primary school students through Islamic narrative traditions. Drawing on the animated series Pada Zaman Dahulu (PZD) as a primary analytical corpus, this research employs qualitative narrative inquiry combined with multimodal discourse analysis to examine how narrative structures, visual symbols, dialogues, and character archetypes function as transformative pedagogical tools. The study reveals that PZD operates as a rich symbolic narrative space encoding Islamic moral epistemology weaving together consciousness, memory, imagination, and language into coherent narratives of selfhood. The findings demonstrate that TINP offers a culturally grounded, spiritually enriched alternative to AI-centric educational models, fostering not merely cognitive competence but moral consciousness and authentic human becoming. This article argues that narrative remains an irreplaceable pedagogical medium, capable of resisting the anthropological reductionism inherent in AI-driven education while nurturing the full dimensions of Islamic humanistic selfhood.
Beyond Transmission: T-CAIM Framework for Navigating Religious Authority and AI Integration in Pesantren Education Moh Aniq Khairul Basyar; Ulya Rosyita
Islamic Review: Jurnal Riset dan Kajian Keislaman Vol 15 No 2 (2026): Oktober 2026
Publisher : Mafapress - Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) IPMAFA Pati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/islamicreview.v15i2.2299

Abstract

The Artificial Intelligence (AI) technologies are fundamentally vibrating worldviews and reshaping the epistemological landscape of global education, raising urgent questions about the future of tradition-based institutions. This article critically examines the intersections between AI-driven educational transformation and the enduring pedagogical and religious authority structures of Pesantren, Indonesia’s indigenous Islamic boarding schools. Drawing on Bourdieu’s theory of field, capital, and habitus; Habermas’s communicative action theory; and the concept of epistemic authority in Islamic scholarship, this paper argues that Pesantren face a dual challenge: preserving the integrity of knowledge transmission (sanad) and spiritual formation (Tarbiyah) central to their identity, while simultaneously engaging with AI tools that threaten to disintermediate the Kyai–santri relationship and algorithmicise religious guidance. Through a systematic critical literature review of 47 peer-reviewed studies (2019–2025) and critical discourse analysis of institutional policy documents, this article identifies three key tensions: (1) the contestation between algorithmic knowledge and embodied scholarly authority; (2) the risks and opportunities of AI-mediated religious consultation; and (3) the emerging typologies of AI adoption across salaf and khalaf Pesantren. The article introduces Beyond Transmission as its central theoretical contribution, a paradigm shift that reconceptualises Islamic education from mere knowledge transmission to transformative human formation in the AI era, and proposes the Tarbiyah-Centred AI Integration Model (T-CAIM) as an operationalised normative framework for Pesantren AI governance.
Co-Authors Moh Aniq Khairul Basyar