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All Journal Attractive : Innovative Education Journal
Ida Umami
UIN Jurai Siwo Lampung, Indonesia
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Generation Z Learning Style Adaptation Strategies in Islamic Religious Colleges: Neuroscience and Generative AI in Religious Education Abdul Mukti; Ida Umami; Ahmad Zumaro; Dedi Wahyudi
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2774

Abstract

The purpose of this study is to analyze the adaptation strategy of Islamic Religious Education (PAI) learning for Generation Z by integrating a neuroscience approach and the use of Generative Artificial Intelligence (AI). The background of the problem is the gap between the unique characteristics of Generation Z (digital native, short attention span, visual-spatial) and religious learning methods that are still conventional and textual. Previous studies have mostly discussed AI as an assistive tool or neuroscience separately, none of which has integrated the two to map the concrete learning styles of Generation Z in the context of Islamic religious education. This research method uses a qualitative approach with a case study design in three PTKI (Islamic Religious Colleges) in Lampung. Data were collected through participatory observation, in-depth interviews with lecturers and students, and analysis of Semester Learning Plan (RPS) documentation. Data analysis used the interactive model of Miles and Huberman combined with simple neural mapping techniques from observations of respondents' brain activity (through response tests and focus groups).
Reconstruct Islamic Religious Education Pedagogy for Post-Conflict Trauma Healing: A Study the Case of Muted Classrooms in Islamic Schools in the Lampung Region Eka Syafriyanto; Ida Umami; Ahmad Zumaro; Dedi Wahyudi
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2775

Abstract

Islamic Religious Education (PAI) in post-conflict areas faces a paradoxical challenge: it must simultaneously prevent radical re-engagement while healing deep-seated psychosocial trauma without promoting victim narratives. Existing studies have focused on deradicalization programs outside of formal schools or on trauma-informed pedagogy in secular contexts. This study addresses this critical gap by examining how PAI can function as a trauma-healing pedagogy within formal Islamic schools in communities formerly affiliated with terrorists. Using a participatory action research (PAR) design, the study was conducted over three weeks in three Islamic schools in South Lampung Regency, Bandar Lampung City, and Tulang Bawang Regency , Lampung, Indonesia. Data were collected through classroom observations (7 sessions), in-depth interviews with teachers, students, and community leaders (n=42), and trauma-informed narrative analysis of student diaries. This study contributes by introducing the Healing-Centered Islamic Pedagogy (HIP) model, which integrates trauma-focused principles, maqāṣid (the goals of Islamic law, specifically the protection of life and mind), and narrative reconciliation. This is the first study to reveal the phenomenon of passive classes in Islamic Religious Education in post-conflict Lampung
Co-Authors Abdul Mukti Ahmad Zumaro Dedi Wahyudi Eka Syafriyanto