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Nilai Pendidikan di Era Automasi: Implikasi Etis untuk Pendidikan Karakter Berbasis Islami Luthfiatul Udhma; Abidatil Qinni; Ari Abi Aufa
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 2 No. 4 (2025): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v2i4.1433

The era of automation has brought profound changes to the educational landscape through the integration of intelligent technologies, artificial intelligence, and digital systems that increasingly shape learning processes. This transformation not only affects the interaction patterns between educators and learners but also shifts foundational educational values and introduces significant ethical challenges. In the context of Islamic education, these changes require a reformulation of relevant educational values to preserve learners’ moral and spiritual integrity. This study aims to analyze Islamic educational values in the age of automation and examine their ethical implications for strengthening character education. Through a comprehensive literature-based approach, the study finds that values such as amanah (trustworthiness), adl (justice), ihsan (excellence), mas’uliyyah (accountability), and mujahadah (perseverance) serve as essential instruments in building learners’ character so they can use technology wisely and responsibly. Furthermore, the study emphasizes that automation demands the integration of digital literacy and Islamic moral literacy to prevent dehumanization, digital plagiarism, technology dependence, and the decline of spiritual awareness. The findings indicate that character education grounded in Islamic values provides a strong ethical framework for addressing emerging moral risks in the digital era. Therefore, curriculum reconstruction, strengthening the role of educators as “digital murrabbi,” and the proportional use of technology aligned with maqāṣid al-syarī‘ah are required. This research contributes by offering a comprehensive Islamic ethical perspective as a foundational framework for the development of character education amid the rapid and inevitable acceleration of automation.

Humanisasi Teknologi dalam Pendidikan: Analisis Filsafat Terhadap Ancaman Dehumanisasi di Era Pembelajaran Digital Berbasis AI Nihayatus Sholihah; Ari Abi Aufa
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 2 No. 4 (2025): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v2i4.1453

The rapid digital transformation occurring in the field of education, particularly through the integration of artificial intelligence (AI), has created new opportunities for improving learning efficiency, personalizing instruction, and supporting educators’ workloads. However, these advancements also bring forth significant philosophical challenges, especially the potential for dehumanization within the educational process. This article examines how technology influences the fundamental human dimensions of learning and how the concept of humanization can serve as an ethical framework for designing and implementing educational technologies. AI-based digital learning environments often position learners as data objects, reducing the dialogical, empathetic, and relational aspects that are fundamental to humanistic education. Drawing on philosophical perspectives from existentialism and humanism, this study evaluates the potential threats to student autonomy, critical thinking, and character formation. Furthermore, it explores how the human–technology relationship can be ethically framed through the theory of technological mediation and Paulo Freire’s notion of liberatory education. The analysis indicates that technology can be humanized by emphasizing meaningful interaction, ensuring algorithmic transparency, and strengthening the role of teachers as mediators of values and empathy. Ultimately, the article argues that the benefits of AI in education can only be fully realized when technological development and implementation are guided by an ethical orientation that places human beings at the center. This study contributes to ongoing discussions on the role of technology in education and provides a critical perspective aimed at minimizing the risk of dehumanization in an era increasingly shaped by AI-driven digital learning.

The Application of Islamic Educational Philosophy in Congregational Dhuha Prayer Activities at MIN 5 Ngawi Muhammad Rofiiqul Umam; Ari Abi Aufa
Global Education Journal Vol. 4 No. 1 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar

In shaping an education, it is also recommended to be able to create an optimal achievement that not only transfers knowledge but also forms the character and noble personality of students. This study aims to discuss the application of Islamic educational philosophy carried out at MIN 5 Ngawi in the form of congregational dhuha prayer activities. Using descriptive qualitative field research methods, the results of the study indicate that the form of dhuha prayer activities carried out at MIN 5 Ngawi is carried out every morning before the learning process begins and is attended by all students from grades 1-6. This activity is accompanied by Islamic Religious Education teachers to monitor and provide direction to students. After the dhuha prayer activity is completed, a short surah memorization is carried out. This series of activities has character education value where, in the view of educational philosophy, it is interpreted as a form of integration between religious and societal values and norms that are expected to later become provisions for students to grow and develop in the future

MANAJEMEN SUMBER DAYA PENDIDIKAN ISLAM Nurul Laily Nilam Rahmawati; Ari Abi Aufa
Salimiya: Jurnal Studi Ilmu Keagamaan Islam Vol. 6 No. 3 (2025): Salimiya
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

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This study aims to examine the educational philosophy of Ki Hajar Dewantara and its relevance to strengthening character education in the modern era. Ki Hajar Dewantara viewed education as a process of shaping the whole human being, encompassing cognitive, emotional, and moral dimensions—expressed through the unity of cipta (thought), rasa (feeling), karsa (will), and karya (action). Education, according to him, should not focus solely on intellectual development but also nurture noble character and moral values essential for social life. Through his well-known motto “Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, Tut Wuri Handayani,” he emphasized the educator’s role as a role model, motivator, and supporter in the learning process. This approach aligns with the principles of character education, which stress the importance of attitude and ethical development. In the midst of globalization and technological advancement, Ki Hajar Dewantara’s thoughts remain highly relevant in addressing the moral crisis and character decline faced by the younger generation. This research uses a qualitative approach through literature review to explore the character values embedded in his philosophy and their implementation in the current education system. The findings indicate that character education based on Ki Hajar Dewantara’s philosophy can serve as a strong foundation for nurturing a generation with integrity, noble morals, and love for the nation.

Improving Student's Vocabulary Mastery By using Short Stories: Improving Vocabulary Anisa Anisa; Ari Abi Aufa; Anisa Anisa; Ari Abi Aufa
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 1 (2024): INTENS 1
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i1.2078

Kosa kata merupakan bagian penting dari pembelajaran bahasa asing. Penelitian ini bertujuan untuk mengetahui proses pengajaran kosakata dengan menggunakan cerita pendek untuk membuat siswa tertarik dan untuk mengetahui apakah cerita pendek dapat berhasil meningkatkan penguasaan kosakata siswa atau tidak pada siswa kelas empat MI Tarbiyatul Banin wal Banat Trucuk Bojonegoro. Penelitian ini menggunakan metode campuran dan desain eksperimen semu. Instrumen penelitiannya adalah observasi, kami mengamati guru bahasa Inggris menggunakan catatan lapangan. Instrumen kedua menggunakan tes yang menggunakan pre-test dan post-test yang kemudian dianalisis dalam program SPSS for Windows. Sampel penelitian ini adalah siswa kelas IV MI Tarbiyatul Banin wal Banat Bojonegoro. Sampelnya adalah kelompok eksperimen yang berjumlah 20 siswa dan kelompok kontrol yang berjumlah 207 siswa. Hasil dari 7 observasi menunjukkan bahwa 7 proses pengajaran dengan menggunakan 7 storytelling 7 dibagi menjadi 3 7 langkah. Untuk mengetahui apakah 7 cerita pendek dapat meningkatkan7 penguasaan kosakata7 diperoleh hasil dari7membandingkan7skor7antara t-hitung7 dan 7t-tabel. Hasil data menunjukkan bahwa hipotesis alternatif (Ha) diterima, artinya penggunaan cerita pendek mempunyai pengaruh yang baik terhadap peningkatan penguasaan kosakata siswa. Rerata skor pre-test7 kelompok eksperimen7 adalah 67,15 dan mean skor post-test7 kelompok eksperimen7 adalah 85,35. Rata-rata skor pra-tes 7 kelompok kontrol 7 adalah 67,75 dan skor rata-rata pasca-tes 7 kelompok kontrol 7 adalah 78,35. Perubahan nilai dari kelompok Eksperimen sangat signifikan. Hasil 8thitung (11,384)8lebih tinggi dari 8ttabel (0,4329). Berdasarkan temuan8 dan pembahasan penelitian,peneliti8 menyimpulkan8bahwa,Cerita8 Pendek dapat berhasil dalam meningkatkan8penguasaan kosakata8siswa pada siswa kelas 8 MI Tarbiyatul Banin wal Banat Trucuk Bojonegoro.

Improving Student's Vocabulary Mastery By using Short Stories: Improving Vocabulary Anisa Anisa; Ari Abi Aufa; Anisa Anisa; Ari Abi Aufa
INTENS (International Journal of English Education and Linguistics) Vol. 1 No. 1 (2024): INTENS 1
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v1i1.2078

Kosa kata merupakan bagian penting dari pembelajaran bahasa asing. Penelitian ini bertujuan untuk mengetahui proses pengajaran kosakata dengan menggunakan cerita pendek untuk membuat siswa tertarik dan untuk mengetahui apakah cerita pendek dapat berhasil meningkatkan penguasaan kosakata siswa atau tidak pada siswa kelas empat MI Tarbiyatul Banin wal Banat Trucuk Bojonegoro. Penelitian ini menggunakan metode campuran dan desain eksperimen semu. Instrumen penelitiannya adalah observasi, kami mengamati guru bahasa Inggris menggunakan catatan lapangan. Instrumen kedua menggunakan tes yang menggunakan pre-test dan post-test yang kemudian dianalisis dalam program SPSS for Windows. Sampel penelitian ini adalah siswa kelas IV MI Tarbiyatul Banin wal Banat Bojonegoro. Sampelnya adalah kelompok eksperimen yang berjumlah 20 siswa dan kelompok kontrol yang berjumlah 207 siswa. Hasil dari 7 observasi menunjukkan bahwa 7 proses pengajaran dengan menggunakan 7 storytelling 7 dibagi menjadi 3 7 langkah. Untuk mengetahui apakah 7 cerita pendek dapat meningkatkan7 penguasaan kosakata7 diperoleh hasil dari7membandingkan7skor7antara t-hitung7 dan 7t-tabel. Hasil data menunjukkan bahwa hipotesis alternatif (Ha) diterima, artinya penggunaan cerita pendek mempunyai pengaruh yang baik terhadap peningkatan penguasaan kosakata siswa. Rerata skor pre-test7 kelompok eksperimen7 adalah 67,15 dan mean skor post-test7 kelompok eksperimen7 adalah 85,35. Rata-rata skor pra-tes 7 kelompok kontrol 7 adalah 67,75 dan skor rata-rata pasca-tes 7 kelompok kontrol 7 adalah 78,35. Perubahan nilai dari kelompok Eksperimen sangat signifikan. Hasil 8thitung (11,384)8lebih tinggi dari 8ttabel (0,4329). Berdasarkan temuan8 dan pembahasan penelitian,peneliti8 menyimpulkan8bahwa,Cerita8 Pendek dapat berhasil dalam meningkatkan8penguasaan kosakata8siswa pada siswa kelas 8 MI Tarbiyatul Banin wal Banat Trucuk Bojonegoro.

FILSAFAT TEKNOLOGI YUSUF AL-QARADAWI: RELEVANSINYA TERHADAP PENGEMBANGAN MEDIA PEMBELAJARAN PAI KONTEMPORER Burhan, Mohammad Nurul; Fajarwati, Anita; Maimun; Aufa, Ari Abi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46377

The development of information and communication technology has significantly transformed education, including Islamic Religious Education (PAI). However, the adoption of technology in PAI often lacks a strong philosophical foundation, which may lead to the erosion of spiritual and ethical values. Yusuf Al-Qaradawi, a moderate contemporary scholar (wasathiyah), offers a philosophical perspective that balances technological advancement with spiritual integrity. This study aims to examine Al-Qaradawi’s philosophy of technology and its relevance as an axiological and epistemological foundation for developing contemporary PAI learning media. This research employs a qualitative library research method with a descriptive-analytical approach. Primary data are derived from Al-Qaradawi’s works, while data analysis uses content analysis to identify key principles of technology in Islamic thought. The findings reveal that Al-Qaradawi’s philosophy is rooted in the concept of tashkhir, where technology serves as a means to achieve maslahah and devotion to God. Its relevance to PAI learning media includes three aspects: integrative (combining faith and digital literacy), ethical (guided by moral awareness), and adaptive (utilizing modern technologies such as AI and VR within Islamic principles). Therefore, technology in PAI should function not only as a tool but also as a medium to strengthen religious understanding and values.

Strengthening Pancasila and Rahmatan Lil Alamin Profiles Through Wayang-Based Learning: A Study on Enhancing Students' Spiritual and Social Attitudes at MA Plus Al Muhibbin Ummu Farhatin; Sri Minarti; Ari Abi Aufa; Hidayatulloh
Attanwir : Jurnal Keislaman dan Pendidikan Vol. 17 No. 01 (2026): Maret
Publisher : Institut Attanwir Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53915/attanwir.v17i01.136

This study explores the implementation of the Project to Strengthen the Pancasila Student Profile and Rahmatan Lil Alamin Student Profile based on wayang media to enhance students' spiritual and social attitudes at MA Plus Al Muhibbin Jatirogo Tuban. The Merdeka curriculum allows students to choose activities freely according to their interests, and this Project incorporates local culture through wayang media. By participating in a wayang kulit performance, students are expected to develop key character traits, such as faith, devotion, independence, tolerance, and cooperation. The study employs a qualitative case study approach to assess the Project's implementation in the school setting. Data collection involved direct observation, interviews with teachers and students, and documentation of the activities. The data were analyzed descriptively and qualitatively to evaluate the impact of wayang media on students' spiritual and social attitudes. The results showed that this Project improved students' discipline, devotion to worship, and active participation in school activities. Students exhibited stronger adherence to the values of Pancasila and Rahmatan Lil Alamin, as evidenced by their enhanced spiritual and social attitudes. These changes were particularly evident during the Fastabin event, the school's annual festival, where students showcased their talents. This study concludes that wayang media is an effective tool in strengthening students' character and enhancing their spiritual and social identity, aligned with the Merdeka curriculum

Integrating Digital Technology and Human Values from the Perspective of Educational Philosophy Mohammad Nurul Burhan; Ari Abi Aufa
International Journal of Islamic Pedagogical Research Vol. 2 No. 1 (2026): International Journal of Islamic Pedagogical Research
Publisher : CV. Agrapana Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65789/ijipr.v2i1.65

The rapid integration of digital technology in education risks reducing the humanistic and ethical dimensions of learning by prioritizing efficiency, standardization, and data-driven outcomes over values such as empathy, dialogue, and character formation. This study aims to analyze the integration of digital technology and human values from the perspective of educational philosophy. This research employs a qualitative approach using library research methods. Philosophical analysis is conducted through ontological, epistemological, and axiological perspectives to understand the position of technology within education. The findings reveal that digital technology should be positioned as a pedagogical tool that supports the humanization process rather than as the ultimate goal of education. Educational philosophy plays a crucial role in providing ethical and humanistic direction so that the use of digital technology remains oriented toward the holistic development of learners, encompassing intellectual, moral, social, and spiritual dimensions. This study contributes to strengthening the philosophical foundation of technology integration in Islamic and general education.

PENGEMBANGAN ASESMEN FORMATIF DISERTAI FEEDBACK UNTUK MATA PELAJARAN PENDIDIKAN AGAMA ISLAM Ana Khoirunnisak; Ari Abi Aufa; Ahmad Shofiyuddin
Salimiya: Jurnal Studi Ilmu Keagamaan Islam Vol. 5 No. 3 (2024): Salimiya
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/salimiya.v5i3.1548

Formative assessment enhances students' potential and achievement by evaluating their learning outcomes. It helps determine whether the learning material needs to be revisited based on assessment results. Formative assessment is conducted during the learning process to provide continuous feedback to students. Its goal is to monitor students' progress, identify strengths and weaknesses, and offering appropriate guidance to improve learning. This Research and Development study employed the ADDIE model, which includes the Analysis, Design, Development, Implementation, and Evaluation phases. Data collection methods used in this research included observation, questionnaires, interviews, and tests. The respondents consisted of material experts, assessment experts, educators, and students. The techniques employed were descriptive qualitative, descriptive quantitative, and Rasch model analysis. Validation results from material and assessment experts showed that the content aspect had an average score of 83.3% (very valid), the constructed aspect scored 87.5% (very valid), and the appearance aspect scored 75% (valid). The practicality aspect achieved an average score of 97.5% (very valid). The questionnaire results from material experts, assessment experts, educators, and students indicated that the readability aspect received an average score of 93% (very valid). Based on these results, it can be concluded that the formative assessment developed meets the criteria for validity. The Rasch model analysis also indicated that all 20 items met the criteria for item reliability, person reliability, and Cronbach's alpha, concluding that the formative assessment developed is reliable.

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