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Dahlan, Zaeni
STAI Al-Hamidiyah Jakarta
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Systematic Literature Review: Religious Ethics, Teacher Competence and Artificial Intelligence Sayekti, Siskha Putri; Hajar, Munakhiroh El; Dahlan, Zaeni
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This article presents a Systematic Literature Review (SLR) that synthesizes empirical studies on the integration of religious ethics, teacher competence, and Artificial Intelligence (AI)-enhanced deep learning within formal education. Guided by the PRISMA 2020 protocol, the review draws on searches conducted in Scopus, Web of Science, ERIC, IEEE Xplore, and Google Scholar. Inclusion criteria focused on empirical studies involving teachers or educators that examined AI use in relation to ethical or religious values, teacher competence, and 21st-century skills. From 1,204 initial records, 18 studies met the eligibility criteria and were analyzed descriptively and thematically. The findings reveal a shift in teacher competence from purely technical AI skills toward a holistic framework encompassing pedagogical, ethical, and human-centered dimensions, including awareness of AI dependency risks and their implications for 21st-century skills. Religious ethics, although still limited in their explicit integration, function primarily as a normative value framework that emphasizes moral responsibility, justice, and human dignity in the use of AI. This review highlights the need for an integrative model linking religious ethics, teacher competence, and AI-enhanced deep learning to inform educational policy, curriculum development, and teacher professional training. Such integration ensures that AI in education not only improves learning efficiency but also strengthens character formation and learners’ 21st-century skills. The article contributes by (1) providing a systematic and up-to-date mapping of empirical research at the intersection of ethics, teacher competence, and AI-based learning; (2) proposing an integrative conceptual model explaining how ethical values and teacher competence jointly mediate the pedagogical impact of AI; and (3) identifying future research directions emphasizing value-based, human-centered, and ethically responsible AI implementation in education.
Peran Kepala Sekolah Sebagai Adminstrator Zaeni Dahlan; Eva Siti Faridah
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 2 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20340000

Abstract

To ensure that schools continue to exist and operate effectively, the role of the principal is crucial. Principals play a vital role as they are responsible for overseeing the progress and setbacks of the school. They must also contribute to improving the quality of education. According to Permendikbudristek Number 15 of 2018, principals are entrusted with numerous duties and responsibilities, including planning school programs, managing operations, conducting supervision and evaluations, overseeing teachers' teaching responsibilities, and managing school administration and finances. This study employs a library research or literature review method, collecting literature from various sources such as e-books, journal manuscripts, newspapers, papers, articles, reports, magazines, and relevant journals. The principal's roles can be categorized as follows: educator, manager, administrator, innovator, motivator, supervisor, and leader. The principal’s role in improving the quality of education is critical, as they significantly influence the quality of education itself. Principals are required to develop teaching program plans, student activity plans, staffing plans, financial plans, and equipment plans. Principals have two main areas of responsibility: school administration and professional development of teachers. The success of a principal largely depends on their leadership abilities.
Pembelajaran Aktif Sebagai Pendekatan Pembelajaran Yang Inovatif Zaeni Dahlan; Abrar Rayyan Sulthan; Eva Siti Faridah
AZKIA: Journal of Islamic Education in Asia Vol. 2 No. 1 (2025)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20344408

Abstract

Learning is a more specific part of education, namely the process of interaction between students and educators to acquire particular knowledge or skills. Learning that often focuses solely on the teacher and is delivered in a one-way manner is often ineffective, and the learning objectives are not achieved optimally. Students tend to become passive and less enthusiastic about learning. Based on this background, it is necessary to implement active learning that involves students directly, where the learning process centers on the students. This study is a literature review conducted using a descriptive qualitative approach. The data analyzed were obtained qualitatively, in the form of information sourced from various literature such as e-books, printed books, scientific journals, newspapers (both online and print versions), previous studies, articles, papers, reports, and magazines relevant to the topic. Active learning is an approach that places students at the center of the learning process by engaging them directly in it. Through participation in discussions, exploration, problem-solving, and reflection, this approach not only deepens conceptual understanding but also develops critical thinking, communication skills, and collaboration. Active learning with an innovative approach is a method that encourages student involvement through creative and need-based strategies. This method aims to create enjoyable, relevant, and meaningful learning experiences. Such an approach is highly appropriate to meet the demands of 21st-century education, which emphasizes the development of competencies, creativity, and independent learning.
Implementasi Pendidikan Adab (Ta’dib) sebagai Upaya Pembentukan Insan Kamil di Jenjang Dasar Asalin Musoffa Sa’ad; Zaeni Dahlan
AZKIA: Journal of Islamic Education in Asia Vol. 2 No. 2 (2025)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20344983

Abstract

This research addresses the critical need for character education (ta'dib) in the modern Indonesian educational context, which often prioritizes technological advancement over moral development. PADI Elementary School, which adopts a pesantren (Islamic boarding school) system, serves as a case study for implementing such values. This study aims to describe the implementation, obstacles, and solutions of character education (ta'dib) at PADI Elementary School in its effort to shape students into Insan Kamil (complete/perfect human beings). The research employs a qualitative approach, utilizing observation and interviews with the school principal and a fifth-grade homeroom teacher to collect data. The implementation of character education is conducted effectively through several methods: (1) Special subjects like "Syair Adab" (Poetry of Manners) and lessons from the kitab adab al-insan fii al-islam using bandongan and demonstration methods. (2) Habituation programs, notably the use of a "Muttaba'ah" book to monitor students' practice of obligatory worship (fardhu 'ain) and daily manners at home, facilitating crucial collaboration between school and parents. (3) The establishment of clear rules and disciplinary measures (Aturan dan Tata Adab). The main obstacles identified include some students violating basic manners (e.g., verbal fights, tardiness, not completing the Muttaba'ah book) and a lack of parental involvement in mentoring their children's habituation at home. Solutions are applied through a system of motivational rewards (e.g., praise, star system) and educational punishments (e.g., warnings, point deductions, discussion).
Strategi Implementasi Digitalisasi Administrasi Pendidikan untuk Meningkatkan Efisiensi Operasional Sekolah Zaeni Dahlan; Eda Laelasari; Winda Nidya Putri Fitriana
AZKIA: Journal of Islamic Education in Asia Vol. 3 No. 1 (2026)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/

Abstract

Digital transformation has now become an urgent necessity in the world of education, especially in administrative management. In the past, many school administrations were still entirely manual, resulting in slow processes, frequent data errors, and inefficiency. When information technology was introduced, everything changed; schools could adopt management information systems, e-administration, or digital data management that made all processes much faster and more organized. This article discusses strategies for implementing educational digitalization systems to make data management and school operations more efficient. The research method uses a literature study that analyzes scientific journals, books, and research reports regarding administrative digitalization. Based on that study, it explains that a well-designed digitalization strategy makes the work of educational staff lighter, processes data faster, increases transparency, and allows decisions to be made based on valid data while maintaining data security without disrupting school learning. Schools must be prepared in terms of technological infrastructure, possess a capable management information system, and ensure their educational staff is tech-savvy. Additionally, digitally literate leadership and data integration between systems are required so that everything runs in a connected manner. The success of this digitalization depends on how ready the school infrastructure is, how competent the human resources are, and how strong the policy support is from the institution. Digital transformation in educational administration needs to be carefully considered and executed in a planned manner to truly bring real change to the quality of educational services.
Co-Authors Abrar Rayyan Sulthan Ahmad Ridwan Asalin Musoffa Sa’ad Djuanda, Isep Eda Laelasari El-Hajar, Munakhiroh Ernawati Ernawati Ernawati Eva Siti Faridah Hartin Kurniawati Ian Aji Hermawan Ika Rahayu Satyaninrum Isa Insanuddin Muhammad Fikri Al-Faruqi Munakhiroh El Hajar Muttaqien, Mustika Dewi Nurul Fadilah Shofwatun Nida Siskha Putri Sayekti Tri Widyastuti Winda Nidya Putri Fitriana