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Reorientation of Islamic Education Based on the Philosophy of Technology: Reinforcing the Role of Humanity and Spirituality Amid the Onslaught of Digitalization Panambaian, Tubagus; Cahyadi, Ani
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.582

The rapid development of digital technology has given rise to a wave of disruption that penetrates all aspects of life, including Islamic education. This wave often brings negative impacts in the form of dehumanization and spiritual crises, where humans are positioned as objects of technology. This article aims to analyze the urgency of reorienting Islamic education based on the philosophy of technology as a fundamental effort to reaffirm the role of humans and spirituality amid the digital onslaught. This study uses a qualitative method with a literature study approach. Data were collected from various primary sources, such as classical Islamic philosophical texts and contemporary philosophy of technology literature, as well as secondary sources in the form of accredited national journals. Data analysis was conducted using descriptive-analytical and interpretative methods. The results of this study indicate that the philosophy of technology provides a critical analytical tool to view technology not merely as a neutral instrument, but rather as a structure that can shape human consciousness and values. Based on this view, the reorientation of Islamic education should be directed at three main aspects: 1) reconstruction of the education paradigm, from the adoption of technology to the wisdom of technology; 2) transformation of the curriculum that integrates digital literacy with the strengthening of spiritual values (monotheism and morality); and 3) revitalization of the role of educators as spiritual guides and digital companions. In conclusion, the reorientation of Islamic education based on the philosophy of technology becomes an inevitability to ensure that digital technology becomes a medium of humanization, not a tool of dehumanization

Integration of Artificial Intelligence in Islamic Religious Education Learning: Opportunities, Challenges, and Implementation Strategies Rif'ah, Rif'ah; Cahyadi, Ani
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 2: Maret-April 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i2.573

This study aims to analyze the integration of Artificial Intelligence (AI) in Islamic Religious Education (IRE) learning by examining its opportunities, challenges, and implementation strategies within contemporary educational contexts. The research employs a qualitative library research method, drawing upon academic books, peer-reviewed journal articles, policy documents, and relevant digital resources discussing AI in education, Islamic pedagogy, and lifelong learning. Data were analyzed using content analysis techniques to identify major themes related to technological transformation, pedagogical adaptation, ethical considerations, and institutional readiness. The findings indicate that AI offers significant opportunities for enhancing personalized learning, adaptive assessment, intelligent tutoring systems, and digital content development in IRE. AI-based platforms can support differentiated instruction, facilitate access to classical and contemporary Islamic sources, and promote interactive learning environments. However, the study also reveals substantial challenges, including ethical concerns, algorithmic bias, data privacy risks, digital inequality, teacher competency gaps, and potential reduction of spiritual-human interaction in religious learning. Effective implementation requires strategic planning, professional development for educators, curriculum redesign, ethical governance frameworks, and alignment with Islamic educational values. The study concludes that AI integration in IRE must balance technological innovation with moral, spiritual, and humanistic dimensions to ensure meaningful and sustainable educational transformation.

Islamic Digital Literacy and Character Formation in the Cyber Era: Integrating the Concepts of Adab, Akhlaq, and Social Media Ethics into a Digital-Based Islamic Education Curriculum Cahyadi, Ani; Mukhlis, Mukhlis
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 2: Maret-April 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i2.587

This study aims to analyze and formulate an integrative model of Islamic digital literacy in shaping students’ character through a digital-based Islamic Religious Education (PAI) curriculum. The primary focus of this research is to integrate the concepts of adab (proper conduct), akhlak (moral character), and social media ethics as normative and operational foundations in responding to the challenges of the cyber era, including misinformation, hate speech, ideological polarization, and digital radicalism. The study also seeks to identify the interconnection between Islamic value concepts, digital risks, ethical strategies, and the formulation of an applicable curriculum across educational levels, this research employs a library research method with a qualitative-descriptive and analytical approach. Data sources were derived from classical and contemporary literature on Islamic education, digital literacy theory, character education, religious moderation, as well as national and international educational policy documents, including the digital literacy framework developed by UNESCO. The data were analyzed through stages of identification, thematic classification, conceptual comparison, and integrative synthesis to construct a systematic theoretical framework. The validity of the study was ensured through source triangulation and consistency in normative and pedagogical argumentation, the findings indicate that Islamic digital literacy has a conceptual structure consisting of three main foundations: adab as normative awareness, akhlak as internalized character formation, and social media ethics as practical application within digital spaces. These elements can be integrated into the PAI curriculum through project-based learning focused on information verification (tabayyun), simulations of ethical digital discussions, critical analysis of online narratives, and education on digital security and responsibility. This model emphasizes that a digital-based PAI curriculum functions not merely as a means of transferring religious knowledge, but also as an instrument for character formation that is adaptive to technological developments.

The Role of Technology in Enhancing the Competence of Islamic Education Teachers in the Digital Era Wahidah, Wahidah; Cahyadi, Ani
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 3: Mei-Juni 2026 (In Progress Mei 2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i3.605

The development of digital technology has brought significant changes to the field of education, including Islamic education. Islamic Education (PAI) teachers are required to possess competencies that encompass not only pedagogical and subject-matter expertise but also the ability to effectively utilize technology. This study aims to analyze the role of technology in enhancing the competence of Islamic Education teachers in the digital era. The method used is a literature review by examining various sources related to the integration of technology in learning. The findings indicate that technology plays an important role in improving teacher competencies, particularly in professional, pedagogical, and self-development aspects. The use of digital platforms, interactive learning media, and access to online learning resources enables teachers to improve the quality of instruction and student engagement. However, challenges such as limited digital literacy and unequal access to technology remain obstacles that need to be addressed. Therefore, continuous training and institutional support are necessary to help Islamic Education teachers adapt and optimize the use of technology in the learning process

Integration of Artificial Intelligence in Islamic Religious Education Learning: Opportunities, Challenges, and Implementation Strategies Rif'ah, Rif'ah; Cahyadi, Ani
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 2: Maret-April 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i2.573

This study aims to analyze the integration of Artificial Intelligence (AI) in Islamic Religious Education (IRE) learning by examining its opportunities, challenges, and implementation strategies within contemporary educational contexts. The research employs a qualitative library research method, drawing upon academic books, peer-reviewed journal articles, policy documents, and relevant digital resources discussing AI in education, Islamic pedagogy, and lifelong learning. Data were analyzed using content analysis techniques to identify major themes related to technological transformation, pedagogical adaptation, ethical considerations, and institutional readiness. The findings indicate that AI offers significant opportunities for enhancing personalized learning, adaptive assessment, intelligent tutoring systems, and digital content development in IRE. AI-based platforms can support differentiated instruction, facilitate access to classical and contemporary Islamic sources, and promote interactive learning environments. However, the study also reveals substantial challenges, including ethical concerns, algorithmic bias, data privacy risks, digital inequality, teacher competency gaps, and potential reduction of spiritual-human interaction in religious learning. Effective implementation requires strategic planning, professional development for educators, curriculum redesign, ethical governance frameworks, and alignment with Islamic educational values. The study concludes that AI integration in IRE must balance technological innovation with moral, spiritual, and humanistic dimensions to ensure meaningful and sustainable educational transformation.

Islamic Digital Literacy and Character Formation in the Cyber Era: Integrating the Concepts of Adab, Akhlaq, and Social Media Ethics into a Digital-Based Islamic Education Curriculum Cahyadi, Ani; Mukhlis, Mukhlis
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 2: Maret-April 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i2.587

This study aims to analyze and formulate an integrative model of Islamic digital literacy in shaping students’ character through a digital-based Islamic Religious Education (PAI) curriculum. The primary focus of this research is to integrate the concepts of adab (proper conduct), akhlak (moral character), and social media ethics as normative and operational foundations in responding to the challenges of the cyber era, including misinformation, hate speech, ideological polarization, and digital radicalism. The study also seeks to identify the interconnection between Islamic value concepts, digital risks, ethical strategies, and the formulation of an applicable curriculum across educational levels, this research employs a library research method with a qualitative-descriptive and analytical approach. Data sources were derived from classical and contemporary literature on Islamic education, digital literacy theory, character education, religious moderation, as well as national and international educational policy documents, including the digital literacy framework developed by UNESCO. The data were analyzed through stages of identification, thematic classification, conceptual comparison, and integrative synthesis to construct a systematic theoretical framework. The validity of the study was ensured through source triangulation and consistency in normative and pedagogical argumentation, the findings indicate that Islamic digital literacy has a conceptual structure consisting of three main foundations: adab as normative awareness, akhlak as internalized character formation, and social media ethics as practical application within digital spaces. These elements can be integrated into the PAI curriculum through project-based learning focused on information verification (tabayyun), simulations of ethical digital discussions, critical analysis of online narratives, and education on digital security and responsibility. This model emphasizes that a digital-based PAI curriculum functions not merely as a means of transferring religious knowledge, but also as an instrument for character formation that is adaptive to technological developments.

The Role of Technology in Enhancing the Competence of Islamic Education Teachers in the Digital Era Wahidah, Wahidah; Cahyadi, Ani
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 3: Mei-Juni 2026 (In Progress Mei 2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i3.605

The development of digital technology has brought significant changes to the field of education, including Islamic education. Islamic Education (PAI) teachers are required to possess competencies that encompass not only pedagogical and subject-matter expertise but also the ability to effectively utilize technology. This study aims to analyze the role of technology in enhancing the competence of Islamic Education teachers in the digital era. The method used is a literature review by examining various sources related to the integration of technology in learning. The findings indicate that technology plays an important role in improving teacher competencies, particularly in professional, pedagogical, and self-development aspects. The use of digital platforms, interactive learning media, and access to online learning resources enables teachers to improve the quality of instruction and student engagement. However, challenges such as limited digital literacy and unequal access to technology remain obstacles that need to be addressed. Therefore, continuous training and institutional support are necessary to help Islamic Education teachers adapt and optimize the use of technology in the learning process

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