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All Journal International Journal of Evaluation and Research in Education (IJERE) AT TA´DIB J-PAI: Jurnal Pendidikan Agama Islam Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Edukasia Islamika Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Risâlah, Jurnal Pendidikan dan Studi Islam Dinamika Ilmu TA'LIM : Jurnal Studi Pendidikan Islam At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam At-Tafkir Jurnal Basicedu Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan AL-ASASIYYA: Journal Of Basic Education EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal PAI Raden Fatah Jurnal Pendidikan Islam AL-ILMI Islamika: Jurnal Keislaman dan Ilmu Pendidikan Tajdidukasi: Jurnal Penelitian dan Kajian Pendidikan Islam Waraqat : Jurnal Ilmu_Ilmu Keislaman Ar-Rasyid: Jurnal Pendidikan Agama Islam Jurnal Basicedu Millah: Journal of Religious Studies Jurnal Pemberdayaan Masyarakat Tadris: Jurnal Pendidikan Islam Action Research Journal Indonesia (ARJI) Jurnal Pendidikan Siber Nusantara Nidhomiyyah: Jurnal Manajemen Pendidikan Islam AL-ABSHOR : Jurnal Pendidikan Agama Islam Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Al-Risalah Jurnal Studi Agama dan Pemikiran Islam TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Ulil Albab Jurnal Pendidikan Islam Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Tarbawi Curricula: Journal of Curriculum Development
Tasman Hamami
UIN Sunan Kalijaga Yogyakarta
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Use of Artificial Intelligence Innovation in Islamic Religious Education Rafiqah Dwi Rahmah; Tasman Hamami; Sukiman Sukiman
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.437

Abstract

The pervasive integration of artificial intelligence (AI) necessitates continuous human innovation and adaptation to ensure the societal relevance of AI. Within education, particularly in Islamic Religious Education (IRE), leveraging AI is crucial for modernizing learning approaches. This study critically examines the application of AI innovations in IRE, specifically when they diverge from the core principles of literacy. Employing a systematic literature review, we meticulously gathered articles from Scopus and Google Scholar using Publish or Perish, subsequently screening and analyzing them according to the PRISMA 2020 guidelines. This process yielded 28 relevant articles for review. The findings suggest that the sustained and consistent use of AI in IRE learning environments may potentially undermine human critical thinking skills. Consequently, fostering habits of reading and engaging in robust discussions emerges as a vital solution to preserve and enhance individual cognitive abilities. This research contributes comprehensive insights into the utilization of AI innovations in IRE pedagogy over the past five years, offering a timely critique and guiding future educational practices.
Psychological Foundations as the Basis for Differentiated Instruction and Formative Assessment Strategies in the Islamic Religious Education Curriculum Whan Nurdiana; Tasman Hamami
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 15 No. 1 (2026)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v15i1.18285

Abstract

This study aims to explore the role of psychological principles in the development of the Islamic Religious Education (PAI) curriculum, especially in strengthening differentiation learning strategies and formative assessments that are adaptive to the needs of students. Using a library research approach with a qualitative descriptive method, this study examines various academic literature such as books, articles, and relevant scientific documents. The analysis is carried out through content analysis techniques to obtain a deep and systematic understanding. The focus of the discussion is directed at how psychological approaches such as humanistic, constructivist, behavioristic, metacognitive, and sociocultural can be used as the foundation of a student-oriented curriculum. The results of the study show that the integration of psychological principles in the PAI curriculum is able to create more inclusive, reflective, and contextual learning, as well as provide space for teachers to adjust teaching and evaluation strategies according to the characteristics of students in providing assessments in a formative manner. This research contributes to providing educational services fairly and evenly without discrimination with methods tailored to the needs of students and measurable assessments through psychological principles with humanistic, constructivistic, behavioristic, sociocultural, and metacognitive approaches.
Strategi Penguatan Kelembagaan Pendidikan Islam Dalam Meningkatkan Daya Saing Di Era Globalisasi Whan Nurdiana; Tasman Hamami
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/nys99264

Abstract

Lembaga pendidikan Islam saat ini tengah menghadapi tantangan arus globalisasi. Dalam tugas utamanya melahirkan generasi penerus bangsa yang bukan hanya unggul dalam ilmu pengetahuan dan teknologi, tetapi juga ahrus dibarengi dengan keunggulan kualitas karakter serta akhlak mulai dalam mencerminkan jati diri seorang muslim. Sehingga lulusan lembaga pendidikan Islam mampu memingkatkan daa saing dikancah nasional maupu internasional. Dalam penguatan lembaga pendidikan Islam dalam meningkatkan daya saing di era globalisasi tentunya harus didukung oleh manajemen strategi berbasis nilai-nilai keislaman serta pemanfaatan teknologi sebagai media penunjang pembelajaran. Penelitin ini bertujuan untuk menganalisis strategi yang dapat diterapakan dalam lembaga pendidikan Islam dalam meningkatkan daya saing di era globalisisi. Penelitian ini mengguakan metode pendekatan studi keputakaan (library research) dengan menggunakan metode deskriptif kualitatif berdasarkan sumber data dari jurnal dan buku yang relevan dalam mendukung pemahaman dan analisis secara optimal. Hasil penelitian menunjukkan bahwa manajemen yang baik dan profesional dalam mengatur program sekolah dalam meningkatkan daya saing lembaga pendidikan Islam di era globalisasi. Program-program tersebut antara lain kebijakan tentang diselenggarakannya kegiatan berbasis keagamaan untuk meningkatkan keimanan dan ketaqwaan peserta didik, penanaman nilai-nilai keislaman serta pemanfaatan teknologi dalam proses pembelajaran. Dengan demikian, lembaga pendidikan Islam mampu melahirkan generasi yang unggul dalam pengetahuan umum, agama serta memiliki norma etika yang baik dalam kehidupan sehari-hari. AbstractIslamic educational institutions are currently facing the challenges of globalization. In its main task of producing the next generation of the nation who are not only superior in science and technology, but must also be accompanied by superior character and moral qualities starting from reflecting the identity of a Muslim. So that graduates of Islamic educational institutions are able to increase competitiveness in the national and international arenas. In strengthening Islamic educational institutions in increasing competitiveness in the era of globalization, of course, it must be supported by strategic management based on Islamic values and the use of technology as a supporting medium for learning. This study aims to analyze strategies that can be applied in Islamic educational institutions in increasing competitiveness in the era of globalization. This study uses a library research approach method using a qualitative descriptive method based on data sources from relevant journals and books to support optimal understanding and analysis. The results of the study indicate that good and professional management in organizing school programs in increasing the competitiveness of Islamic educational institutions in the era of globalization. These programs include policies on holding religious-based activities to improve students' faith and piety, instilling Islamic values and utilizing technology in the learning process. Thus, Islamic educational institutions are able to produce generations that excel in general knowledge, religion and have good ethical norms in everyday life.
PENDIDIKAN AKHLAK BERDASARKAN AL-QUR’AN DAN HADIST: PERSPEKTIF PSIKOLOGI ISLAM DI ERA GAWAI Yunti Aminatuzzuhriyah; Tasman Hamami
TA'LIM : Jurnal Studi Pendidikan Islam Vol. 9 No. 1 (2026): January
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/talim.v9i1.12451

Abstract

Abstrak Abstrak akhlak adalah upaya menanamkan nilai-nilai moral berdasarkan Al-Qur'an dan Hadist yang relevan untuk menghadapi tantangan era digital. Penekanan yang kuat diberikan pada pembentukan karakter melalui prinsip-prinsip Islam, seperti kejujuran, tanggung jawab, dan kontrol diri, agar generasi muda dapat beradaptasi dengan perkembangan teknologi secara bijak. Penelitian ini menggunakan pendekatan studi literatur untuk menganalisis berbagai sumber primer dan sekunder, seperti Al-Qur'an, Hadist, jurnal, serta buku psikologi Islam. Hasil penelitian menunjukkan bahwa penggunaan gawai yang tidak terkontrol dapat menurunkan kualitas interaksi sosial dan moral anak-anak. Namun, penguatan nilai religius melalui rutinitas keluarga seperti membaca Al-Qur'an bersama dan shalat berjamaah, serta pemanfaatan teknologi Islami, terbukti efektif dalam membangun karakter yang kuat. Dengan pendekatan psikologi Islam, orang tua, pendidik, dan masyarakat memiliki peran penting dalam menciptakan lingkungan yang mendukung pengembangan moral generasi muda. Kata Kunci: Pendidikan Akhlak, Psikologi Islam, Era Gawai.
Peran Strategis Guru dalam Pengembangan Asesmen Pelajar Rahmatan Lil’alamin pada Kurikulum Merdeka Thoriq Majid Rahmadias; Tasman Hamami
Jurnal Pendidikan Siber Nusantara Vol. 4 No. 3 (2026): Jurnal Pendidikan Siber Nusantara (Juli - September 2026)
Publisher : Siber Nusantara Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jpsn.v4i3.707

Abstract

Abstrak: Tujuan artikel ini adalah untuk menjelaskan peran guru dalam mengembangkan asesmen dalam kurikulum merdeka, khususnya dalam program Profil Pelajar Rahmatan Lil’alamin (PPRA). Metode yang digunakan dalam penelitian ini adalah metode pustaka, yaitu mencari data dan informasi dalam bentuk sumber tertulis yang berkaitan dengan empat kata kunci; “Guru”, “Asesmen”, “P5”, dan “PPRA”. Teknik pengumpulan data dalam penelitian ini adalah dokumentasi, sedangkan teknik analisis data yang digunakan adalah analisis deskriptif. Hasil penelitian menunjukkan bahwa guru memiliki peran yang sangat penting dalam mengembangkan asesmen, khususnya dalam program PPRA. Guru bertindak sebagai penggerak utama dalam merancang teknik asesmen. Dalam melaksanakan asesmen, guru juga perlu mengarahkan siswa dan proses pembelajaran agar tetap sesuai dengan ranah dan nilai yang telah ditetapkan. Objek asesmen juga merupakan tanggung jawab guru untuk dikumpulkan secara optimal melalui serangkaian kegiatan observasi dan dokumentasi. Untuk memastikan bahwa asesmen memiliki dampak nyata terhadap perubahan, guru perlu memberikan umpan balik kepada siswa berdasarkan hasil asesmen. Guru juga harus mahir dalam memberikan penilaian PPRA dengan sistem diferensiasi karena prinsip kurikulum merdeka adalah pembelajaran diferensiasi. Kolaborasi dengan berbagai pemangku kepentingan juga perlu dilakukan oleh guru agar hasil penilaian lebih holistik dan komprehensif karena melibatkan berbagai pihak dengan perspektif yang berbeda.
Pengembangan Kurikulum Pendidikan Agama Islam 2013 Integratif dalam Menghadapi Era Society 5.0 Dalila Khoirin; Tasman Hamami
TADRIS: Jurnal Pendidikan Islam Vol 16 No 1 (2021)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v16i1.4109

Abstract

This study aims to develop the 2013 PAI curriculum through the integration of all curriculum components with the abilities needed in the era of society 5.0. The potentials required at the period of society 5.0 are the ability to solve problems, think critically and creatively, which will help humans to be able to take advantage of innovations in the industrial era 4.0. These abilities will be more optimal if accompanied by good manners. Therefore the 2013 PAI curriculum has a principal role in making it happen. Qualitative approaches and types of literature research are using in this study. Hence the data sources are taken from library sources. Research data were collected using documentation techniques, then analyzed by reading, understanding, examining, connecting, and concluding. From this research, it can be seen that the integration of society 5.0 era capabilities into the 2013 PAI curriculum will help educators to form a generation of nations who are ready to compete in the era of society 5.0 by mastering good character-based science and technology.Penelitian ini bertujuan mengembangkan kurikulum PAI 2013 melalui integrasi semua komponen kurikulum dengan kemampuan yang dibutuhkan di era society 5.0. Kemampuan yang dibutuhkan di era society 5.0 adalah kemampuan dalam menyelesaikan masalah, berpikir kritis dan kreatif, yang akan membantu manusia untuk bisa memanfaatkan inovasi yang ada di era industry 4.0. Kemampuan-kemampuan tersebut akan lebih optimal jika disertai dengan budi pekerti yang baik, oleh karena itu kurikulum PAI 2013 memiliki peran penting dalam mewujudkannya. Pendekatan kualitatif dan jenis penelitian kepustakaan yang digunakan dalam penelitian ini, oleh karena itu, sumber data diambil dari sumber pustaka. Data-data penelitian dikumpulkan dengan teknik dokumentasi, kemudian dianalisis dengan membaca, memahami, memeriksa, menghubungkan dan menyimpulkannya. Dari penelitian ini dapat diketahui bahwa pengintegrasian kemampuan era society 5.0 ke dalam kurikulum PAI 2013 akan membantu pendidik untuk membentuk generasi bangsa yang siap bersaing di era masyarakat 5.0 dengan menguasai ilmu pengetahuan dan teknologi berbasis budi pekerti yang baik.
Innovations in the Islamic Religious Education Curriculum in the Context of the Sustainable Development Goals Ahmad Abdul Rochim; Tasman Hamami; Sukiman
TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Vol. 9 No. 1 (2026): Tarlim : Jurnal Pendidikan Agama Islam
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/tarlim.v9i1.5055

Abstract

Penelitian ini bertujuan untuk menganalisis bagaimana inovasi kurikulum Pendidikan Agama Islam (PAI) dilakukan, salah satunya inovasi kurikulum PAI dalam konteks Sustainable Development Goals (SDGs). Dan Sustainable Development Goals (SDGs) identik dengan nilai-nilai keberlanjutan. Harapannya dengan adanya inovasi kurikulum PAI, PAI bukan lagi hanya berfungsi sebagai sarana transfer pengetahuan keagamaan, tetapi juga sebagai instrumen pembentukan karakter peserta didik yang beriman, peduli sosial, dan bertanggung jawab terhadap lingkungan serta pembangunan berkelanjutan. Metode dalam penelitian ini adalah studi pustaka (library research). Data diperoleh melalui penelusuran dan pengkajian berbagai sumber tertulis, seperti buku, artikel jurnal ilmiah, dokumen kebijakan, dan laporan penelitian yang relevan dengan kurikulum PAI dan SDGs. Analisis data menggunakan teknik analisis isi (content analysis) untuk mengkaji secara mendalam isi tulisan, sehingga menghasilkan data yang lebih tajam, mendalam, dan komprehensif. Hasil penelitian menunjukkan bahwa PAI memiliki keselarasan dengan nilai-nilai SDGs, seperti keadilan sosial, pelestarian lingkungan, kesehatan, pendidikan berkualitas, dan perdamaian. Adanya inovasi kurikulum PAI konteks SDGs berharap mampu mencetak peserta didik yang tidak terbatas unggul secara akademik, tetapi juga berkarakter, adaptif, dan siap berkontribusi dalam pembangunan berkelanjutan menuju agenda global 2030.
The Leadership of the Role Head of Madrasah in Improving the Quality of Islamic Religious Education Teachers Mitha Shaskila Sinaga; Tasman Hamami
Nidhomiyyah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (2026): July
Publisher : Program Pascasarjana Institut Agama Islam Darullughah Wadda'wah Bangil Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/nidhomiyyah.v7i2.3113

Abstract

Improvements in the quality of education in madrasahs are significantly influenced by the quality of human resources, particularly PAI teachers, who play a crucial role in shaping the character, morals, and spirituality of students. However, in practice, improving the quality of PAI teachers still faces various challenges, requiring effective and professional leadership from madrasah principals. This study aims to examine the role of madrasah principal leadership in improving the quality of PAI teachers, assess the effectiveness of implementing this role, and identify the supporting and inhibiting factors. This study uses a literature review method by analyzing various literature relevant to educational leadership and teacher quality improvement. The results show that madrasah principals perform seven main roles known by the acronym EMASLIM, namely educator, manager, administrator, supervisor, leader, innovator, and motivator. Among these roles, the functions of educator, manager, supervisor, and motivator have the most direct influence on improving the quality of PAI teachers. Effective madrasah leadership contributes significantly to improving teacher professionalism, both in terms of pedagogical, professional, social, and personality competencies. The quality of PAI teachers is influenced by internal factors, such as talent, interest, and educational background, as well as external factors, such as the availability of facilities and infrastructure and participation in training programs. Therefore, madrasah principals are expected to be able to implement innovative and sustainable leadership strategies to create a work environment conducive to teacher professional development and improve the quality of madrasah education.
HUMANISTIC APPROACH IN THE DEVELOPMENT OF ISLAMIC EDUCATION CURRICULUM Putri Nadha Setyaningrum; Tasman Hamami; Sofwatun Nida; Arif Zefrizen
Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Vol. 9 No. 2 (2026): Tarbawi
Publisher : Institut Binamadani Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51476/6gp36k12

Abstract

Islamic Religious Education (PAI) experiences various problems in its learning process. The current implementation of the PAI curriculum is still insufficient in helping to develop the potential of students. The PAI learning process has not been able to fully develop all aspects of individual student potential. There are still many learning processes carried out with the teacher as the center without involving existing students. The aim of this research is to analyze the theories and frameworks of humanistic approaches that are relevant in developing the PAI curriculum. The method used in this research is library research through a process of selection, search, presentation and analysis of library materials. The results of the research show that a humanistic approach that is integral, the role of the teacher is not authoritative, and cooperative learning in the development of the PAI curriculum provides a new perspective on objectives, materials, methods and evaluation. Some implementations of the humanistic approach are student centered learning, humanizing of the classroom, quantum learning, accelerated learning and active learning. The humanistic approach is not free from criticism, but if used correctly and according to needs, it can be used in developing the PAI curriculum to develop the potential of students.
Pengembangan instrumen penilaian afektif dalam Pendidikan Agama Islam Baha Shofa Mijdal; Tasman Hamami; Iqbal Ahsanul Aula; Adisti Anggraini; Evi Sulvaningsih
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.681

Abstract

Affective assessment is essential in Islamic Religious Education because it fosters students’ attitudes, values, religiosity, and Islamic character. This study theoretically analyzes the development of affective assessment instruments, emphasizing their relevance and importance in contemporary education. The study addresses the limited use of systematic, measurable instruments to assess students’ attitudes, values, and character. The method used in this study is library research, examining classical and contemporary literature on affective domain taxonomy, authentic assessment, Islamic educational evaluation, and character education. The findings show that affective assessment instruments can be developed through observation, anecdotal records, reflective journals, attitude questionnaires, and portfolios, with consideration of validity, reliability, objectivity, and alignment with Islamic values such as justice, honesty, and responsibility. The main finding confirms that the development of affective assessment instruments in Islamic Religious Education is not only methodological but also normative because it integrates modern affective taxonomy with Islamic educational principles. This study concludes that affective domain assessment is an essential component of Islamic Religious Education because it connects religious knowledge with the internalization of Islamic values in students’ attitudes and behavior.
Co-Authors Abdul Muis Adisti Anggraini Ahmad Abdul Rochim Ahmas Naqieb Faaz Aldri Frinaldi Alef Theria Wasim Alfitra Firmansyah Anwar Dhobith Arif Rahman Prasetyo Arif Zefrizen Azam Syukur Rahmatullah, Azam Syukur Baha Shofa Mijdal Baidarus Dalila Khoirin Evi Sulfaningsih Evi Sulvaningsih Fadhillah Izzatun Nisa Febri Widiandari Ghamal Sholeh Hutomo Heru Kurnianto Tjahjono Indah Sari Iqbal Ahsanul Aula Itmam Mutaqien Karim Abdillah KHAIRUDDIN BANGUN Khusna Shilviana Lalu Abdurrahman Wahid Lola Fadilah M. Hajar Dewantoro Madjid, Abdul Miftahus Sa’adah Mirawati Mitha Shaskila Sinaga Mochamad Iskarim Muh Rezky Ramadhan Syamsuddin Muhamad Restu Fauzi Muhammad Afifullah Nizary Muhammad Alpin Hascan Muhammad Herlambang Muhammad Izudin Ardani Muhammad Yusuf Muhammad Zia Ul haq Muhammad Zubair Khan Nakiah Nakiah Nurhidayat Nurhidayat Putri Nadha Setyaningrum Qolbi, Satria Kharimul Rafiqah Dwi Rahmah Retno Try Purnawati Rido Awal Pratama Shelly Alvareza Zazkia Shofia Himayatul Bariroh Siti Nur Hidayah Siti Sahra Sofwatun Nida Sukiman Sukiman Sukiman Sutarman, Sutarman Sutrisno Sutrisno Suud, Fitriah M Syakur Wildan Syifa Ulhusni Thoriq Majid Rahmadias Tjahjono, Heru Kurnianto Trysha Yulindaputri Viva Fadma Onilivia Whan Nurdiana Whan Nurdiana Yoespie Arief Amirullah Yunti Aminatuzzuhriyah