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All Journal Tadrib: Jurnal Pendidikan Agama Islam Jurnal PAI Raden Fatah Journal of Malay Islamic Studies Didaktik : Jurnal Ilmiah PGSD STKIP Subang Muaddib: Islamic Education Journal Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Penelitian Ilmu Pendidikan Indonesia TOFEDU: The Future of Education Journal
Ismail Sukardi
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Social Sciences Other

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A HUMANISTIC PHILOSOPHICAL CRITIQUE OF THE DEHUMANIZATION OF ELEMENTARY SCHOOL TEACHERS ROLES IN THE ERA OF ARTIFICIAL INTELLIGENCE Khovifah Puspita Sari; Munir Munir; Ismail Sukardi
Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Vol 11 No 1 (2026): Maret
Publisher : PGMI Fakultas Tarbiyah Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/alashr.v11i1.5100

Abstract

This study examines the phenomenon of the dehumanization of elementary school teachers’ roles in the era of Artificial Intelligence (AI) through the humanistic philosophical perspectives of Carl Rogers, Abraham Maslow, and Paulo Freire. Using a qualitative method based on library research and content analysis of various recent scholarly sources, the study shows that while the presence of AI in elementary education can provide efficiency, personalization, and administrative convenience, it also has the potential to weaken the quality of human relationships that form the fundamental foundation of elementary education. Forms of dehumanization in the context of elementary education can be observed in the reduction of empathetic interactions, the loss of personal touch in learning, the shift of pedagogical authority toward automated systems, and the increasing emphasis on quantitative metrics that neglect students’ emotional needs and self-actualization. From a humanistic perspective, this study emphasizes that elementary school teachers continue to play a crucial role as facilitators of authentic relationships, moral and emotional guides, and drivers of students’ critical consciousness. Therefore, the integration of AI in elementary education should be directed in a humanistic manner, ensuring that technology functions as a supportive tool to strengthen—rather than replace—the essence of humanization in modern education.
PENDIDIKAN ISLAM DAN ADAT ISTIADAT MELAYU: HUBUNGAN, NILAI, DAN TRANSFORMASI DI ERA MODERN Rahmad Mahadi; Siska Wulandari; Ismail Sukardi; Nyayu Soraya
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13531

Abstract

Islamic education has an important role in shaping the character, morality and spirituality of students through internalizing the values ​​of the Koran and Hadith. In Malay society, Islamic education develops in harmony with customs based on the principle of "adat bersendi syarak, syarak berndi Kitabullah." This research aims to examine the relationship between Islamic education and Malay customs, identify Malay traditional values ​​that strengthen Islamic education, and analyze the transformation of Islamic Religious Education (PAI) in the traditions of Malay society in the modern era. This research uses a literature study method with a descriptive qualitative approach through analysis of various relevant scientific literature sources. The research results show that Islamic education and Malay customs have a mutually reinforcing relationship and have developed organically since the arrival of Islam to the archipelago. Traditional values ​​such as mutual cooperation, respect for teachers, manners, deliberation, and traditional rituals have been proven to support the implementation of Islamic education both formally and informally. In the modern era, Islamic Religious Education is being transformed through curriculum updates, the use of digital technology, and the revitalization of traditional institutions to maintain its relevance to current developments without losing its Malay-Islamic identity. Thus, Islamic education serves not only as a medium for transferring knowledge but also as an instrument for preserving the cultural and Islamic identity of the Malay community.
LEMBAGA TRADISIONAL MELAYU Fathatul Khoiriyah; Fitria Hartati; Ismail Sukardi; Nyayu Soraya
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13534

Abstract

Traditional Malay Islamic educational institutions are an important part of the history of Islam's development in the Malay-Nusantara region. The presence of institutions such as surau (Islamic prayer houses), Islamic boarding schools (pesantren), madrasahs, and mosques not only serve as centers for the transmission of Islamic knowledge but also as a means of shaping the identity, character, and culture of Malay Muslim communities. This article aims to analyze the definition, characteristics, development, and transformation of traditional Malay Islamic educational institutions in the face of modernization. This research uses library research with a descriptive-analytical approach through a review of various scientific literature, books, journals, and documents related to Malay Islamic education. The results show that traditional Malay Islamic educational institutions have distinctive characteristics, including an emphasis on moral education, the teaching of classical texts, spiritual relationships between teachers and students, and community involvement in their management. Over time, these institutions have undergone transformations in their curriculum, learning methods, and institutional systems in response to social change and the demands of modernity. This transformation has given rise to a more adaptive form of Islamic education without abandoning the basic values ​​of Malay Islamic education. Thus, traditional Malay Islamic educational institutions remain relevant as a foundation for the development of Islamic education in the contemporary era.
PENDIDIKAN ISLAM DI NEGARA-NEGARA MELAYU MODERN (SINGAPURA, BRUNEI DARUSSALAM, DAN THAILAND SELATAN) Jossiselfiah; Juli Kustanto; Ismail Sukardi; Nyayu Soraya
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14847

Abstract

Islamic education in the modern Malay region faces diverse challenges and developments influenced by the social, political, and policy contexts of each country. This study aims to analyze the development of Islamic education in Singapore, Brunei Darussalam, and Southern Thailand, as well as to identify their similarities and differences. The research employs a library research method with a descriptive qualitative approach through the examination of books, scholarly journals, scientific articles, and other relevant documents. The collected data were analyzed using content analysis to obtain a comprehensive understanding of Islamic education systems in the three regions. The findings reveal that Islamic education in Singapore is developed through a madrasa system integrated with the national education framework, while in Brunei Darussalam it receives strong state support under the philosophy of Malay Islamic Monarchy (Melayu Islam Beraja/MIB). In Southern Thailand, Islamic education plays a significant role in preserving Malay-Muslim identity amid national integration policies. These findings indicate that Islamic education functions not only as a medium for transmitting religious knowledge but also as an important instrument for shaping the Islamic identity of Muslim communities.
The Tradition of Western Philosophy of Education: Ancient Philosophy, the Middle Ages, and Modern Education Muhammad Ikbal; Ismail Sukardi; Mardiah Astuti
The Future of Education Journal Vol 3 No 5 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i5.295

Abstract

This research explores the development of the Western educational philosophy tradition divided into three main eras: ancient, medieval, and modern. In the ancient era, the thought of Plato and Aristotle provided a significant philosophical basis. Plato put forward the concept of the world of ideas as the foundation of reality and the goal of education to form wise leaders, while Aristotle introduced logic and scientific approaches that became the foundation of rational thinking. In the Middle Ages, Thomas Aquinas' thought was dominated by combining Christian theology and Aristotelian philosophy in the academic tradition. This thought emphasizes the harmonization of reason and faith and contributes to the synthesis between religious belief and rationality. The modern era is marked by a paradigm shift through the thought of John Locke, Jean-Jacques Rousseau, and Johann Heinrich Pestalozzi. Locke emphasized the importance of experience in character formation, basing his theory on tabula rasa. Rousseau introduced a natural educational approach that focuses on the development of children according to their nature. Meanwhile, Pestalozzi prioritized morality and intellectuality as the main goals of education. Using a qualitative approach through a literature review, this paper highlights the contribution of each era to the evolution of educational philosophy. The results show that the development of the Western educational philosophy tradition reflects an ongoing effort to understand the relationship between individuals, knowledge, and society, and provides guidance for contemporary educational practice.
Co-Authors Abdurrahmansyah Abdurrahmansyah Abu Mansur Ahmad Syarifuddin Amalia Hasanah Ema Indira Sari Era Afriza Fathatul Khoiriyah Ferisa Laelah Fitria Hartati Idawati Idawati Jossiselfiah Juli Kustanto Khovifah Puspita Sari Laysa Zahran Lusita Artika Mardiah Astuti Muhammad Ikbal Munir Munir Nyanyu Soraya Nyayu Soraya Penti Suryani Rahmad Mahadi Rahmiy kurniasary Relly Maulita Septia Fahiroh Siska Wulandari Syarnubi, Syarnubi Yulistri Yulistri