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Ulil Amri Syafri

Universitas Ibn Khaldun Bogor

Author-ID : 3566237

Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences Other

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MICRO-CIVILIZATION OF EDUCATION: FOUNDATIONS OF ISLAMIC EDUCATIONAL CIVILIZATION IN THE AI ERA Ulil Amri Syafri; Arif Rahmatullah
Qolamuna : Jurnal Studi Islam Vol. 12 No. 01 (2026): Juli 2026
Publisher : STIS MIFTAHUL ULUM LUMAJANG PRESS (STISMU PRESS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55120/qolamuna.v12i01.2792

Research on Islamic educational civilization has predominantly focused on macro-level dimensions such as institutions, curricula, policies, and technology, while paying limited attention to the deeper foundations that sustain educational civilization. This article proposes the concept of Micro-Civilization of Education as a philosophical framework for understanding how Islamic educational civilization is constructed through everyday educational practices. Using a philosophy of education approach and conceptual analysis supported by relevant literature, the study argues that civilization emerges not primarily from institutional structures but from the accumulation of micro-practices that shape educational culture. The framework identifies five interconnected foundations: Intellectual Civilization (Iqra’), Moral Civilization (Akhlak), Spiritual Civilization (Tauhid), Social Civilization (Ta‘awun), and Digital Civilization. The first four are derived from Islamic conceptions of human nature, knowledge, and educational purpose, while Digital Civilization serves as the contemporary arena in which these values are enacted and tested. The study proposes a developmental chain linking micro-practices, character formation, educational culture, and educational civilization. It concludes that strengthening educational culture, rather than merely expanding institutions or technology, is essential for sustaining Islamic educational civilization in the age of artificial intelligence. Keywords : Micro-Civilization of Education; Islamic educational philosophy; educational civilization; adab; digital ethics

Pedagogical Innovation in Islamic Education: Developing the SMART-Islami Framework from Singapore's aLIVE Programme Mohamad Yazid Bin Hassan; Ulil Amri Syafri
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 3 (2026): September-Desember
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i3.2835

This study aims to develop SMART-Islami, a conceptual pedagogical framework for reconstructing smart education within Islamic epistemology. Smart-education models have explained the integration of intelligent technologies and adaptive pedagogy, but they have not sufficiently clarified what educational “intelligence” should ultimately serve, particularly in Islamic education, where the formation of iman, akhlaq, and adab is central. Using Singapore’s aLIVE (Learning Islamic Values Everyday) programme under the Islamic Religious Council of Singapore (MUIS) as an instrumental case, this study analysed a bounded corpus of nine primary documents published between 2014 and 2026. The documents included MUIS programme and policy publications, Singapore education-policy and data-protection documents, and independent peer-reviewed studies of aLIVE. Data were examined through directed content analysis based on the three elements of smart education and the five characteristics of smart learning, followed by conceptual synthesis. The findings show that aLIVE’s documented strengths are mainly reflected in value modelling and community-based instruction, while differentiated instruction, learning analytics, and personalised learning pathways are not clearly evidenced in the analysed documents. These are reported as documentary gaps rather than confirmed gaps in practice. SMART-Islami reinterprets the five characteristics of smart learning through a specified Maqasid al-shari’ah formulation and presents a six-stage implementation model from teacher-and-curriculum input to character formation. As a conceptual proposition, the framework requires empirical validation through a single-centre design-based pilot using measurable character-formation indicators.

Development of an Islamic Religious Education Learning Module Based on the Qur’anic Generation Program to Strengthen the Pancasila Student Profile Nazarullah Mawardi Arsyad; Abas Mansur Tamam; Ulil Amri Syafri
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 2 June 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i2.1754

Islamic Religious Education learning in senior high schools remains largely characterized by a cognitive-textual reductionist approach, resulting in the unsystematic internalization of religious and moral values. At the same time, the Qur'anic Generation Program implemented in Islamic boarding schools has not been structurally integrated into IRE instructional materials or aligned with the objectives of the Pancasila Student Profile (Profil Pelajar Pancasila/P5). This study aims to analyze the instructional needs, design, and evaluate the feasibility of an IRE learning module based on the Qur'anic Generation Program and oriented toward strengthening the Pancasila Student Profile. This research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) combined with a mixed-methods approach. The participants consisted of Islamic Religious Education teachers and students at Emer Islamic Boarding School Senior High School. Data were collected through observations, interviews, questionnaires, and documentation, and were analyzed using descriptive qualitative and quantitative techniques. The findings indicate that the developed module was rated as highly valid by subject matter experts, character education experts, and language experts, achieving an average validity score of 97%. It also received highly positive practicality ratings from teachers (93%) and students (94%), while the implementation phase demonstrated an excellent level of implementation (93%). The module integrates the Tilawah–Tadabbur–Tazkiyah–Tathbiq learning cycle with the six dimensions of the Pancasila Student Profile within the context of an Islamic boarding school ecosystem. This study recommends the module as a valid, practical, and contextually relevant instructional resource for Islamic Religious Education to support character development in accordance with the Merdeka Curriculum.

Teachers’ Pedagogical Competence Reconstruction for Sustainable Primary Education: Strengthening Socio-Ecological Consciousness Ulil Amri Syafri; Hanafiah Bin Budin
Pedagogi: Jurnal Pendidikan Dasar Vol. 14 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/pedagogi.vol.14i.2.2243

The global sustainability crisis requires a shift in educational paradigms from an exclusive focus on academic achievement toward fostering learners' awareness of the interconnectedness between humans, society, and the environment. In this context, teachers' pedagogical competence continues to be predominantly understood as a set of technical and instructional skills, limiting its contribution to sustainability-oriented primary education. This study aims to reconstruct teachers' pedagogical competence through the perspective of socio-ecological consciousness as a foundation for sustainable primary education. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Literature was retrieved from Scopus, Web of Science, ERIC, Google Scholar, and accredited Indonesian journals (SINTA), covering publications from 2015 to 2025. A total of 42 eligible articles were analyzed through literature reduction, thematic coding, conceptual synthesis, and framework construction. The findings indicate that teachers' pedagogical competence should be reconstructed through four interrelated dimensions reflective, contextual, transformative, and ethical-relational that collectively foster learners' socio-ecological consciousness. Based on the synthesis, this study proposes the Socio-Ecological Pedagogical Competence Framework as a conceptual model that strengthens Indonesia's four teacher competencies pedagogical, professional, social, and personal from the perspective of sustainability-oriented education. The proposed framework contributes to pedagogical theory and provides a conceptual reference for teacher education, curriculum development, and sustainable primary education.

Model Pembelajaran Behavioristik Dalam Pengajaran Bahasa Arab Tingkat SMP di Ma’had Bina Madani Bogor Saipuddin Saipuddin; Nabil Ahmed Tarmom; Abdul Hayyie al Kattani; Ulil Amri Syafri
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2022): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.5.2.78-98

Learning Arabic according to the behavioristic view is learning that prioritizes mastery of listening and speaking skills, after mastering these two skills, the next skill that must be taught is reading and writing skills. Language skills according to this view are the same as mastery of other behavioral skills such as playing ball, driving a car, and so on, which requires learning, practice, and simulation, and is very dependent on the stimulus and response process, as well as reinforcement. The method used in this study is a qualitative research method with a field research approach. The results of this study are that there are behavioristic ways in teaching Arabic at the junior high school level at Ma'had Bina Madani Bogor, including the formation of an Arabic-speaking environment in the classroom, preparing students, providing learning media that can shape students' language behavior, using direct methods, using the audio lingual method, overdoing it in practice on different aspects of sound between Arabic and Indonesian, explaining the meaning of vocabulary by relating it to pictures, gestures, or example movements, explaining the meaning of vocabulary by connecting it with plurals, equations, or differences, learning Arabic grammatical rules through conversation, familiarizing students with listening to Arabic voices, providing listening exercises, getting students used to speaking in Arabic, providing speaking exercises in Arabic, and providing positive or negative reinforcement. negative.

INTEGRASI NILAI SHIDIQ, AMANAH, TABLIGH, DAN FATHONAH DALAM PROGRAM ENTREPRENEURSHIP SANTRI DHUAFA Arie Afriansyah; Akhmad Alim; Ulil Amri Syafri
Ar-Risalah Media Keislaman Pendidikan dan Hukum Islam Vol. 24 No. 02 (2026): (October 2026)
Publisher : LPPM Universitas Islam Ibrahimy Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/fha08x52

This study aims to examine the integration of shidiq, amanah, tabligh, and fathonah (SAFT) values into an entrepreneurship program for underprivileged junior high school students (santri dhuafa SMP) in Islamic boarding schools and its implications for the formation of Islamic entrepreneurial character. The study employed an R&D approach using the ADDIE model through content analysis of the program design, interviews with four informants at PP. Tahfiz Al-Muqoddam Karawang and PP. Qoshrul Quran Bogor, and a needs questionnaire administered to 43 santri dhuafa SMP. The results revealed that SAFT values were integrated through five dimensions: philosophical foundation, learning content, Islamic reflection, character assessment, and exemplary Muslim entrepreneur figures. This integration is supported by strong empirical evidence, as 86.9% of students expressed a desire to learn entrepreneurship grounded in Islamic values the highest score across all questionnaire items. These findings demonstrate that the spiritual dimension of Islam is not a supplementary element but a fundamental prerequisite of entrepreneurship programs for pesantren students. A program that comprehensively integrates SAFT values transforms entrepreneurship into a vehicle for holistic Islamic character formation that addresses both the economic and spiritual needs of santri dhuafa SMP in an integrated manner

Co-Authors Abas Mansur Tamam Abas Mansur Tamam Abdul Hayyi Al Kattani Abdul Hayyie Al Kattani Abdul Hayyie Al-Kattani Abdul Hayyie Al-Kattani Abdul Hayyie Alkattani Abuddin Nata Ade Hasim Adian Husaini Agus Hasan Bashori Agus Triyanto Ahmad Ahmad Ahmad Ahmad Ahmad Akhmad Alim Akhmad Alim Akhmad Alim, Akhmad Akhmudi Bin Sarkiman Al Katani, Abdul Hayyie Al Kattani, Abdul Hayyi Al-Kattani, Abdul Hayyie Ali Maulida Alim, Akhmad Andiana, Nesia Aniq Darajat Arie Afriansyah Arie Afriansyah Arif Rahmatullah Arifin, Zainurroyyan Aris Kusnadi Putra Aris Kusnadi, Aris Asriandhini, Bairanti Bahtiar, Mochamad Syaepul Bashori, Agus Hasan Bawazier, Farhad Ali Budi Handrianto Budi Hardiyanto Budi Heryanto Dede Ahmad Muhtarom Deden Dimyati Dewi, Rifkah Didin Hafidhuddin MS Didin Saefuddin Bukhori Didin Saefudin Einon Bte Mohd Taib Endin Mujahidin Evie, Salma Farhanul Feri Sandria Frandani, Muhammad Gibran, Achmad Fawwas Hamdan, Pepri Hanafiah Bin Budin Hanafiah Bin Budin Harianto Harianto Harianto Harianto Harianto Hasbi Indra Hasby Indra Huda, Munir Ibdalsyah Ibdalsyah Imas Kania Rahman Irfan Syauqi Beik Irfan Syauqy Beik Irfan Wahyu Syifa Kamaludin Khoirul Umam Laudza Zulfa Nur Dipa Maemunah Sa'diyah Mas’udin Maya, Rahendra Rahendra Melani, Lani Misjaya Misjaya Misjaya Misjaya Mochamad Syaepul Bahtiar Mohamad Yazid Bin Hassan Muhiddin, Ihsan Muhtarom, Dede Ahmad Munir Huda Nabil Ahmed Tarmom Nanin Diah Kurniawati Nazarullah Mawardi Arsyad Nesia Andriana Nur Ali Nur, Ma'mun Efendi Obay Sobari Rahayu, Rizcka Fatya Rahendra Maya Rahendra Maya Rahendra Maya Rahendra Maya, Rahendra Rahendra Rahendra Maya Rahman, Imas Kania Rahmatullah, Arif Raka Prasetyo Rakha Ryanki Farhan Rakha Ryanki Farhan Rasyid Rasyid, Rasyid Rifkawaty, Hilda Rosadi, Dede Saipon, Abdul Saipuddin Saipuddin SANTI LISNAWATI Sastra, Ahmad Sholeh Abdul Qudus Sobari, Obay Sugiyanta Sugiyanta Suhendra, Hilmatun Solihat Suryati Suryati Syauqy Beik, Irfan Syifa, Irfan Wahyu Taib, Einon Bte Mohd Tamam, Abas Mansur Tsaury, Sufyan Wasto, Wasto Wido Supraha Wirdaus, Idrus Zainal Abidin Arief Zainurroyyan Utsman

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