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All Journal Jurnal Pendidikan UNIGA NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan Cendekiawan el-Madib: Jurnal Pendidikan Dasar Islam TAUJIH: Jurnal Pendidikan Islam TOFEDU: The Future of Education Journal Jurnal Mikraf: Jurnal Pendidikan Edcomtech: Jurnal Kajian Teknologi Pendidikan
Ulfa Adilla
Institut Agama Islam (IAI) Yasni Bungo
Religion Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Inovasi Administrasi Madrasah Berbasis Digital: Studi di MAN 1 Bungo pada Era Society 5.0 Yeni Aulia; Siti Khamim; Ulfa Adilla; Sugeng Kurniawan; Novita Nurul Hidayah; Sriani Sriani
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 6 No. 2 (2021)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v6i22021p333

Abstract

This study examines digital-based madrasah administrative innovations at MAN 1 Bungo in responding to challenges while capitalising on opportunities in the Society 5.0 era. The study is motivated by the increasing demand for digital transformation in the management of Islamic educational institutions, aimed at improving the effectiveness, efficiency, and transparency of administrative services. The research employed a qualitative approach using a single case study design. Data were collected through observation, in-depth interviews, and documentation, involving the madrasah principal, educational staff, and teachers as primary informants. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was tested through source and method triangulation. The findings indicate that digital administrative innovations at MAN 1 Bungo have been implemented through the use of an academic information system, the digitisation of archives, and the utilisation of various online applications for managing student data, personnel records, and other administrative services. These implementations have produced positive impacts including increased work efficiency, easier access to information, transparency of management, and improved service quality for stakeholders. However, several challenges remain such as limited digital competence among educational staff, uneven technological infrastructure, and resistance to change. The study concludes that the digitisation of madrasah administration is an inevitable necessity in the Society 5.0 era and requires policy support, enhanced human resource competencies, and strengthened technological infrastructure. A sustainable and adaptive development strategy is needed to realise modern, effective, and competitive madrasah governance grounded in Islamic values.
Implementasi Artificial Intelligence untuk Penguatan Manajemen Pembelajaran Akidah Akhlak di Era Digital: Studi Kasus Pondok Pesantren Raudhatul Mujawwidin Tebo Lailil Karmi; Mabruri Mabruri; Ulfa Adilla; Baili Baili; Nur Aysah; Nurhasanah Nurhasanah
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 7 No. 2 (2022)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v7i22022p166

Abstract

This study analyses the implementation of Artificial Intelligence (AI) for strengthening the management of Akidah Akhlak learning in the digital era at Pondok Pesantren Raudhatul Mujawwidin, Tebo. The rapid development of digital technology requires Islamic educational institutions to adapt to technological innovation in order to enhance the effectiveness of the learning process. A qualitative approach with a case study design was employed. Data were collected through participant observation, in-depth interviews and documentation, involving the head of the pesantren and Akidah Akhlak teachers as primary informants. Data were analysed through the interactive model of data reduction, data display and verification, while the trustworthiness of the findings was tested through source and method triangulation. The results indicate that AI supports the entire cycle of Akidah Akhlak learning management, from planning, implementation, evaluation, to monitoring. AI is utilised for generating digital teaching materials, analysing students learning needs, presenting moral case study scenarios relevant to modern life, and accelerating assessment. However, several challenges remain, including limited teacher digital literacy, inadequate technological infrastructure, and the need for ethical guidelines aligned with Islamic values. Continuous teacher training and internal pesantren policies are therefore essential for optimising AI use. This study contributes a contextual framework that positions AI as a pedagogical assistant rather than a replacement for the kiai santri relationship, in order to ensure that the integration of AI strengthens adaptive, effective and value-based Akidah Akhlak learning.
An Exploration of Islamic Educational Values in Malay Cultural Traditions for Character Development among Students in Muara Bungo Anna apriyeni; Baili; ulfa Adilla; Mabruri; Andryadi
The Future of Education Journal Vol 1 No 1 (2022)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v1i1.1964

Abstract

This study aims to explore and analyze the Islamic educational values embedded in the traditions of the Malay community in Muara Bungo, Bungo Regency, Jambi Province, and their relevance to strengthening students’ character in formal educational institutions. Employing a descriptive qualitative approach with an ethnographic design, data were collected through participant observation, in-depth interviews with traditional leaders, Islamic education teachers, parents, and students, as well as document analysis of local curricula, cultural archives, and regional regulations. The findings identify four core values that remain actively practiced within the community: (1) the principle of adat bersendi syarak, syarak bersendi Kitabullah as the philosophical foundation of religious character formation; (2) traditions such as kenduri, maulidan, and batobo as mediums for fostering social ethics, empathy, and collective responsibility; (3) the culture of respecting teachers and parents, which reinforces discipline, learning ethos, and moral obedience; and (4) the integration of Islamic and customary values into school learning practices through local content subjects and extracurricular activities. These findings are discussed within the framework of local wisdom-based character education and contemporary Islamic pedagogy. The study concludes that the Malay traditions of Muara Bungo are not merely cultural heritage but also valuable educational resources for strengthening students’ religious, social, and national character. It is recommended that these values be systematically integrated into Islamic Religious Education (PAI) modules, teacher professional development programs, and school policies grounded in measurable local wisdom-based approaches.
The Strengthening of Integrity Character through Exemplary Practices in Islamic Religious Education Romi Romi; Muhammad Sabli; Sugeng Kurniawan; Sriani Sriani; Ulfa Adilla; Sonia Yulia Friska
The Future of Education Journal Vol 1 No 2 (2022)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v1i2.1969

Abstract

The decline of moral integrity among students has become a strategic challenge in the national education system, particularly at the junior secondary Islamic school level, where adolescents are undergoing a critical stage of moral identity development. This study aims to analyze the implementation, impacts, and supporting and inhibiting factors of strengthening integrity character through exemplary-based Islamic Religious Education (IRE) at MTs Tarbiyah Islamiyah Tanjung Agung, Bungo Regency. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving Islamic Religious Education teachers, students, the school principal, and parents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while source and method triangulation were applied to ensure data trustworthiness. The findings reveal that: (1) the implementation of exemplary practices in Islamic Religious Education was reflected in teachers’ behavioral consistency, transparent assessment practices, ethical communication, and the integration of integrity values into co-curricular activities; (2) exemplary-based learning significantly strengthened the cognitive, affective, and behavioral dimensions of students’ integrity, as evidenced by a reduction in cheating practices, increased honesty in completing assignments, and greater courage in making consistent moral decisions; and (3) supporting factors included a religious school culture, parental involvement, and teacher commitment, while inhibiting factors comprised digital distractions, peer pressure, limited character assessment instruments, and teachers’ administrative workload. These findings confirm the relevance of exemplary role-modeling theory in Islamic pedagogy and Social Cognitive Theory within the context of contemporary Islamic secondary education. The study recommends the development of operational guidelines for exemplary practices among Islamic Religious Education teachers, the integration of character assessment into school evaluation systems, and the provision of continuous reflective professional development for educators.
The Revitalization of Moral Education through a Habituation Approach Grounded in School Culture Nita Erlina; Ulfa Adilla; Baili; Joni Juli Yandra; Noviriani Noviriani; Sugeng Kurniawan
The Future of Education Journal Vol 2 No 1 (2023)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v2i1.1975

Abstract

Moral education in Islamic junior secondary schools faces several structural challenges, including the dominance of cognitive-oriented approaches, the fragmentation of values in school practices, and the influence of the digital ecosystem, which has shifted the process of character internalization. This study aims to analyze the revitalization of moral education through a school culture-based habituation approach at MTs Tahfizul Quran Rantau Duku, Bungo Regency, Jambi Province. The research employed a qualitative approach with a single-case study design. Data were collected through three months of participant observation, in-depth interviews with 18 informants (the school principal, Islamic Religious Education and moral education teachers, students, parents, and dormitory supervisors), and documentation of school programs. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while source and method triangulation were employed to ensure data trustworthiness. The findings indicate that the revitalization of moral education was developed through three main mechanisms: (1) the construction of a school culture institutionalized through daily routines, codes of conduct, and teacher role modeling; (2) a habituation process following the cycle of modeling, guided practice, independent habituation, and reflective internalization; and (3) the integration of the Tahfiz al-Qur’an program as a medium for strengthening moral conduct and spirituality. Consistent habituation within a supportive school culture ecosystem was found to be effective in internalizing akhlaq al-karimah (noble character), reducing negative behaviors, and enhancing students’ social responsibility. The study concludes that a school culture-based habituation approach represents a holistic, contextual, and sustainable model for revitalizing moral education. Recommendations include strengthening teachers’ capacity building, developing authentic moral assessment instruments, and fostering synergy among schools, families, and communities.
The Implementation of Artificial Intelligence in Islamic Religious Education: An Analysis of Its Impact on Students’ Religious Moderation Literacy at SMA 8 Bungo Sovia Alacuba; Siti Khamim; Wiwin Narti; Sugeng Kurniawan; Ulfa Adilla
The Future of Education Journal Vol 2 No 1 (2023)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v2i1.1978

Abstract

The integration of Artificial Intelligence (AI) into Islamic Religious Education (IRE) offers significant potential for pedagogical transformation; however, its empirical impact on students’ religious moderation literacy remains underexplored. This study aims to analyze the level of AI implementation in Islamic Religious Education and its impact on the religious moderation literacy of students at SMA 8 Bungo. The research employed an explanatory sequential mixed-methods design involving students from Grades X–XII as the study population. Quantitative instruments included a religious moderation literacy scale adapted from the indicators developed by the Indonesian Ministry of Religious Affairs (2021) and a questionnaire measuring AI adoption in Islamic Religious Education. These instruments were complemented by in-depth interviews and participant observations. Quantitative data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), while qualitative data were examined through thematic analysis. The findings indicate that the level of AI implementation was categorized as moderate to high (M = 3.82, SD = 0.61). AI implementation had a positive and significant effect on students’ religious moderation literacy (β = 0.412, p < 0.001), particularly in the dimensions of tolerance, national commitment, and anti-violence attitudes. Qualitative findings revealed that AI facilitated cross-school-of-thought exploration, contemporary case-study simulations, and personalized value reflection. Nevertheless, challenges remained, including digital access disparities and insufficient teacher training in AI-based content curation. The study recommends the development of verified AI-integrated Islamic Religious Education modules, digital pedagogical training for teachers, and school policies that support ethical technology-based learning ecosystems.
The Internalization of Tolerance Values through Multicultural-Based Islamic Religious Education in Public Schools Purlina Purlina; Baili Baili; Siti Khamim; Ulfa Adilla; Mabruri Mabruri
The Future of Education Journal Vol 3 No 3 (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.v3i3.1982

Abstract

This study aims to analyze the process of internalizing tolerance values through multicultural Islamic Religious Education (IRE) in public schools. Employing a qualitative approach with a multi-site case study design, the research was conducted in three public senior high schools located in urban and semi-urban areas. Data were collected through participant observation (12 classroom sessions in each school), in-depth interviews with IRE teachers and students, and analysis of instructional documents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the internalization of tolerance values was achieved through three main strategies: (1) the integration of multicultural content into moral education and social jurisprudence (fiqh al-mu‘āmalah) materials; (2) collaborative project-based learning involving interfaith and intercultural engagement; and (3) reflective habituation through spiritual journals and ethical discussions. Supporting factors included teachers’ pedagogical competence, supportive school policies, and an inclusive social climate. The primary challenges were limited instructional time, resistance stemming from narrow textual interpretations, and insufficient teacher training in multicultural educational approaches. This study contributes theoretically to the development of contextual Islamic Religious Education models and provides practical guidance for implementing tolerance education in public schools. It is recommended that teachers’ capacities be strengthened through continuous professional development programs and that tolerance-related attitude assessments be integrated into the Merdeka Curriculum framework.
The Role of Islamic Religious Education in Promoting Religious Moderation among Generation Z at MTsN 2 Bungo Usamah Zulfiyatunnuha; Joni Juli Yandra; Siti Khamim; Baili Baili; Ulfa Adilla
The Future of Education Journal Vol 4 No 4 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1985

Abstract

Generation Z faces challenges arising from ideological polarization, digital disruption, and identity fragmentation that threaten social cohesion. In this context, strengthening religious moderation has become a strategic necessity for safeguarding the nation’s ideological resilience. This study aims to analyze the role of Islamic Religious Education (IRE) in fostering religious moderation among Generation Z students at MTsN 2 Bungo, Bungo Regency, Jambi. The research employed a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and document analysis of curricula and instructional modules. The participants included Islamic Religious Education teachers, students from Grades VII–IX, and the madrasah principal, who were selected purposively. The findings indicate that Islamic Religious Education serves as an agent for the internalization of moderation values through three main dimensions: (1) the integration of the concept of wasathiyyah (Islamic moderation) into instructional materials and the Pancasila Student Profile Strengthening Project; (2) the implementation of dialogic learning practices that cultivate empathy, active tolerance, and ethical discussion skills; and (3) the enhancement of digital-religious literacy to counter radical narratives in cyberspace. The results suggest that the effectiveness of Islamic Religious Education lies not merely in the transmission of normative knowledge but also in the formation of a contextual, critical, and inclusive religious habitus. The study recommends strengthening the pedagogical competencies of Islamic Religious Education teachers within the framework of religious moderation, developing attitude assessment instruments integrated with digital learning ecosystems, and promoting policy synergy among the Ministry of Religious Affairs, schools, and media literacy communities. Practically, the findings emphasize the need to transform Islamic Religious Education from a doctrinal approach into a participatory learning model that is responsive to the characteristics of Generation Z.
Co-Authors Andryadi Andryadi Andryadi Anna apriyeni Baili Baili Baili Dedi Yuisman Delis Mahrofa Feerlie Moonthana Indhra Gio Rivaldo Ibermarza Istikomah Joni Juli Yandra Laili Rahmi Lailil Karmi M. Muzakki Mabruri Mabruri Mabruri Manisha Victoria Mualimin - Mualimin Mualimin Muhammad Sabli Muzakki Muzakki Nita Erlina Noviriani Noviriani Novita Nurul Hidayah Nur Aysah Nurhasanah Nurhasanah Purlina Purlina Redian Saputra Rina Juliana Rina Juliana Romi Romi Siti Afriastini Siti Khamim Siti Khamim Sonia Yulia Friska Sovia Alacuba Sriani Sriani Sugeng Kurniawan Sungkowo Sungkowo Usamah Zulfiyatunnuha Vika Martahayu Wiwin Narti Yeni Aulia Yurnalisma Dewi Zainap Zainap Zubaini Zubaini