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Muhammad Irfan
Universitas Negeri Jakarta

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Strategi Pembelajaran Mendalam PAI Dalam Mengembangkan Kemampuan Berpikir Kritis Siswa SMA Terhadap Informasi Keagaamaan Imam Qosthalani; Muhammad Irfan; Sabillah Aiska; Syifa Karimah putri; Abdul Fadhil
Advances In Education Journal Vol. 2 No. 3 (2025): Advances In Education Journal (Desember)
Publisher : Yayasan Al-Afif

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This research discusses deep learning strategies in Islamic Religious Education (PAI) to develop high school students critical thinking skills regarding religious information. The main issues addressed include challenges in PAI teaching that focus excessively on memorization and insufficient stimulation of critical thinking, as well as the need for methods that support deep understanding. This study aims to analyze effective deep learning strategies to enhance students critical thinking skills within the PAI context. The research employs a library research method with a descriptive-analytical approach by examining academic literature and previous studies related to deep learning strategies and critical thinking in PAI. Results indicate that inquiry-based learning, collaborative discussion, reflective learning, and project-based learning improve students abilities to analyze, evaluate, and synthesize religious information while fostering balanced attitudes toward religious perspectives. The findings recommend integrating deep learning approaches into the PAI curriculum to promote more meaningful, reflective, and context-based learning.
Dominasi Teknologi di Era AI dan Pergeseran Otoritas Guru dalam Pendidikan Syifa Fajriyah; Muhammad Irfan; Rufaidah; Abdul Fadhil
Advances In Education Journal Vol. 3 No. 1 (2026): Advances In Education Journal (Agustus)
Publisher : Yayasan Al-Afif

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Artificial Intelligence (AI) has significantly transformed the educational landscape by changing how teachers deliver instruction and how students access knowledge. The emergence of Generative AI tools, such as ChatGPT, Gemini, Claude, and Microsoft Copilot, has reduced students' dependence on teachers as the primary source of information while creating new opportunities for personalized and technology-assisted learning. This study aims to examine the shift in teacher authority in the AI era, identify its impacts on teachers and students, and explore strategies for integrating AI into education without diminishing the essential role of teachers. A qualitative descriptive approach with a literature review method was employed by analyzing recent national and international scholarly publications related to AI, teacher authority, and educational transformation. The findings indicate that AI enhances learning efficiency, supports personalized instruction, and improves access to educational resources. However, it also challenges teachers' traditional authority and requires stronger digital literacy and ethical guidance. Therefore, AI should function as a complementary.
Co-Authors Abdul Fadhil Imam Qosthalani Rufaidah Sabillah Aiska Syifa Fajriyah Syifa Karimah putri