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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Islam
Ishak Talibo
Institut Agama Islam Negeri Manado
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Challenges and Learning Strategies of Islamic Education in Islamic Boarding Schools in the Industrial Revolution Era 4.0 Adri Lundeto; Ishak Talibo; Shinta Nento
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.505 KB) | DOI: 10.35445/alishlah.v13i3.1153

Abstract

Along with fast technological advancements, Islamic education problems in Islamic boarding schools are becoming increasingly diversified. They must adapt to technological and digital advancements dubbed the industrial revolution 4.0. When it comes to the fast growth of information technology, the public will constantly question Pesantren's negotiating stance. As a result, it may be appropriate for Islamic boarding schools to loosen their regulations regarding the use of devices or gadgets while maintaining rigorous controls over technology to execute the learning process in the Islamic boarding school setting. This study seeks to ascertain how Islamic boarding schools address the difficulties of the 4.0 revolution period through their educational techniques. This study employs a qualitative approach through the use of a literature review. The findings indicate that Islamic education in pesantren has a substantial impact on educating and moulding the morals of pupils who adhere to the Qur'an and Sunnah. Nonetheless, the needs of the industrial revolution 4.0 era have compelled pesantren to open and develop into institutions as suppliers of Islamic education. Modern Islamic education may address current issues while maintaining the religious principles that define education in the pesantren. This study employs three Islamic teaching principles in Islamic boarding schools: disruptive mentality, self-driving, and reshaping or creation.
Divine Concepts, Tawhid, and Algorithmic Thinking: A Comparative Analysis of Christian and Islamic Perspectives on Educational Theology in the Era of Artificial Intelligence Arhanuddin Salim; Rukmina Gonibala; Ishak Talibo; Mastang Ambo Baba
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.196

Abstract

The rapid integration of Artificial Intelligence (AI) into educational environments has generated significant ethical and pedagogical challenges, particularly for faith-based schools that must balance technological innovation with deeply rooted theological commitments. While global research has examined AI’s pedagogical potential, limited attention has been given to how religious educational institutions interpret and regulate AI through their theological worldviews. This study aims to investigate how Christian educational theology, grounded in the Imago Dei, and Islamic educational theology, rooted in Tawhid and Akhlak, shape institutional policies, classroom practices, and ethical decision-making related to the use of AI. A qualitative comparative case study was conducted at SMA Katolik Frater Don Bosco and MAN Model Manado using classroom observations, semi-structured interviews, and document analysis. The findings reveal that both schools adopt similar governance principles, including restricting AI autonomy in evaluative decisions, safeguarding human dignity, emphasizing a character-centered pedagogy, and using AI primarily to support rather than replace relational teaching roles. Although grounded in distinct theological traditions, both institutions articulate ethical boundaries that foreground human responsibility, moral intention, and personal interaction as essential elements of learning. These results demonstrate that religious traditions offer robust moral infrastructures for developing human-centered “algorethics” and provide contextually grounded insights that can enrich national and global discussions on the ethical implementation of AI in education.
Co-Authors Adri Lundeto Arhanuddin Salim Mastang Ambo Baba Rukmina Gonibala Shinta Nento