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All Journal JURNAL EDUCAZIONE : Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi Jurnal Pendidikan dan Kajian Aswaja FAJAR Jurnal Pendidikan Islam Al-Khidmah Jurnal Pengabdian Masyarakat Literasi: Jurnal Pendidikan Guru Indonesia Jurnal Ilmu Pendidikan dan Pembelajaran AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Saman Hudi
Universitas Islam Jember
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENDIDIKAN ISLAM DAN BUDAYA PERSPEKTIF KH. ABDURRAHCMAN WAHID Rufi’ah Rufi’ah; Saman Hudi
FAJAR Jurnal Pendidikan Islam Vol. 4 No. 2 (2024): FAJAR Jurnal Pendidikan Islam (September)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v4i2.3573

Abstract

This research examines Abdurrahman Wahid (Gus Dur)'s views on the role and position of religion and culture in the life of the Indonesian nation, with an emphasis on the concept of "Islamic Indigenization." Islam, as a universal religion, interacts with and influences the cultural values and traditions of Indonesian society, particularly those originating from "Eastern Culture." This study aims to reveal the relationship between traditional cultural practices and Islamic teachings, as well as how Islamic principles are applied and adjusted to local customs. The findings show that the manifestation of Islamic teachings into local culture, according to Gus Dur, is based on two categories of Islamic teachings: first, the foundational values, which include justice, equality, and democracy; and second, the teachings in the form of their operational framework. The operational framework in Islamic teachings must be based on the welfare of humanity.
Personalizing Learning Using Deep Learning: Innovation in Digital Education Muhammad Akhyar Aji Saputra; Prima Cristi Crismono; Saman Hudi
Jurnal Ilmu Pendidikan dan Pembelajaran Vol. 4 No. 1 (2025): Oktober 2025
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/jipp.v4n1.p83-94

Abstract

In the last decade, the development of artificial intelligence, particularly in the field of Deep Learning, has rapidly advanced and driven innovations in natural language processing, computer vision, and intelligent systems. However, despite its transformative potential, the integration of Deep Learning into education remains limited and not yet systematically structured. The purpose of this research is to explore the role and impact of Deep Learning technology in education and learning, as well as to formulate optimal strategies for its integration in modern learning contexts. As artificial intelligence advances, Deep Learning emerges as a promising approach to enhance the quality of teaching and learning. This study employs a systematic literature review by analyzing recent scientific articles from Scopus-indexed journals and other academic databases. Thematic analysis was conducted to identify patterns of application, benefits, and challenges of Deep Learning implementation across different levels and forms of learning. The findings reveal that Deep Learning, through methods such as RNN and CNN, has significant potential to support personalized learning, automated assessment, and emotion detection in online education, as well as to enable interactive media based on voice and images. However, key challenges remain, including infrastructure limitations, insufficient training data, and limited educator readiness. This study contributes by proposing a conceptual framework for integrating Deep Learning into adaptive education systems tailored to individual needs. The results are expected to provide valuable insights for policymakers, educators, and technology developers in building a more responsive and inclusive learning ecosystem in the digital era.
The Effectiveness of the Qiraati Method in Quranic Learning for Early Childhood: An Overview of Community Perceptions at TPQ Manisqu, Wonojati Village Rahmawati; Achmad Faisol; Muhnawawe Yakoh; Saman Hudi; Sholahudin Alayubi; Nur Ali
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.4383

Abstract

This study aims to explore the effectiveness of the Qiraati method in early childhood Qur'anic learning through the lens of community perceptions and power relations at TPQ Manisqu, Desa Wonojati. The research addresses two main questions: the construction of community perceptions regarding the method's effectiveness and how these perceptions mediate the relationship between implementation and observed learning outcomes, as well as the power relations among three key actors in defining and negotiating the meaning of success. A qualitative case study design was employed, with data collected through in-depth semi-structured interviews, participant observation, and documentation. Participants included the head of TPQ, three teachers (ustadz/ustadah), ten parents, and early childhood students, selected through purposive and snowball sampling techniques. Data were analyzed using thematic analysis facilitated by NVivo 12 Pro software, with findings validated through source and method triangulation, member checking, and audit trail procedures. The findings reveal four primary themes: holistic perception of effectiveness encompassing cognitive, affective, behavioral, and spiritual dimensions; behavioral transformation as evidence of success; teacher competence as a mediating factor; and parental involvement as a critical determinant. The power relations analysis identifies the interplay of institutional authority, pedagogical expertise, and parental influence in coconstructing definitions of success. This study contributes theoretically by extending the literature on Qur'anic pedagogy through a sociocultural and relational lens, and practically by providing guidance for educators, institutional leaders, and policymakers in enhancing early childhood Qur'anic education. Further research across diverse contexts and employing mixed-methods approaches is recommended to deepen understanding of Qur'anic learning effectiveness.
Construction of Students’ Social Empathy through Ta’awun Value Habituation in Jumat Berkah Activities Nabila; Achmad Faisol; Muhnawawe Yakoh; Saman Hudi; Sholahudin Alayubi; Nur Ali
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.4610

Abstract

This study aims to explore the construction of students’ social empathy meaning through the habituation of ta’awun (mutual cooperation) values based on QS Al-Maidah verse 2 in Jumat Berkah activities. The research addresses the issue of strengthening students’ social character through religious-based educational practices, particularly how Islamic values are understood, internalized, and transformed into empathetic social behavior. This study employed a qualitative approach using a case study design to examine the phenomenon within its natural educational context. Data were collected through semi-structured interviews, participatory observation, and documentation involving students, teachers, and school representatives selected through purposive sampling. Data analysis was conducted using thematic analysis supported by NVivo to identify patterns, categories, and emerging themes from the research data. The findings reveal three main themes. First, the internalization of ta’awun values occurs through a process of understanding, experiencing, and practicing mutual assistance, where students construct the meaning of helping others as part of their religious and social responsibility. Second, the habituation of Jumat Berkah activities contributes to changes in students’ empathetic behavior, including increased awareness, willingness to share, cooperation, and sensitivity toward others. Third, the activity creates short-term impacts on the school social climate by strengthening peer relationships, solidarity, and positive interaction among students. This study contributes theoretically by emphasizing that Islamic values are socially constructed through meaningful experiences and continuous practices. Practically, the findings suggest that value-based habituation programs can serve as effective strategies for developing students’ social empathy and character. Further research is recommended to examine the long-term influence of ta’awun-based educational practices across different institutional and cultural contexts. Keywords: Ta’awun; Social empathy; Islamic character education;  Students
Co-Authors Achmad Faisol Budiono, Arifin Nur Crismono, Prima Cristi Dahri , Harapandi Elga Yanuardianto Hanifiyah, Fitriyatul Ilyas , Muhammad Jufri, Jufriyanto Linda Maisyaroh Munfazah Muhammad Akhyar Aji Saputra Muhammad Ilyas Muhnawawe Yakoh Muhnawawe Yakoh Nabila Nur Ali Qurtubi, Moh. Rahmawati Rufi’ah Rufi’ah Sholahudin Alayubi Sri Winarni Yakoh, Mahnawawe