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All Journal Cross-border HUMANITIS : Jurnal Humaniora, Sosial dan Bisnis Jurnal Ekonomi dan Bisnis Jurnal Ilmu Pendidikan (JIP) Jurnal Pendidikan dan Keguruan INTERNATIONAL JOURNAL OF HUMANITIES, SOCIAL SCIENCES AND BUSINESS (INJOSS) INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) International Journal of Teaching and Learning (INJOTEL) Jurnal Kesehatan (JK) INTERNATIONAL JOURNAL OF FINANCIAL ECONOMICS (IJEFE) ADIBA (JOURNAL OF EDUCATION) International Journal of Social and Education (INJOSEDU) JUTEQ (JURNAL TEOLOGI & TAFSIR) NETIZEN (JOURNAL OF SOCIETY AND BUSSINESS) Journal of Community Dedication Indonesian Journal of Education (INJOE) Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) Mushaf Journal: Jurnal Ilmu Al Quran dan Hadis (MJ)
Abdul Wahab Syakhrani
STAI Rasyidiyah Khalidiyah Amuntai, Kal-Sel, Indonesia
Religion Humanities Dentistry Economics, Econometrics & Finance Education Engineering Health Professions Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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IMPLEMENTATION OF THE 2025 PROJECT-BASED AND DIGITAL LITERACY CURRICULUM: OPPORTUNITIES, CHALLENGES, AND ITS IMPACT ONSTUDENT ADAPTABILITY IN THE GLOBAL ERA Abdul Wahab Syakhrani
Indonesian Journal of Education (INJOE) Vol. 4 No. 3 (2025): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The implementation of the 2025 project-based and digital literacy curriculum marks a major transformation in Indonesia's education system to address the challenges of globalisation and technological acceleration. This study aims to examine in depth the opportunities and challenges that arise in the implementation of this curriculum, as well as to analyse its impact on students' adaptability. Through the strengthening of project- based learning, students are encouraged to be active, collaborative, creative, and able to think critically in solving real-world problems. The integration of digital literacy enables students to access, understand, and utilise technology productively and ethically. However, the implementation process faces obstacles such as infrastructure gaps, limited teacher competencies, and cultural resistance to change. The study findings indicate that this curriculum has the potential to enhance students' adaptability, digital literacy, and character, although it still requires sustained support, intensive training, and strengthened collaboration among stakeholders. This research recommends synergy between schools, the government, and the community to ensure the success of curriculum reform and students' readiness to face the dynamic global era.
ISLAMIC RELIGIOUS EDUCATION IN THE DIGITAL AGE: THE TRANSFORMATION OF AI-BASED AND ADAPTIVE LMS LEARNING APPROACHES Abdul Wahab Syakhrani
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

Rapid developments in digital technology have driven a fundamental transformation in Islamic Religious Education (IRE), demanding the adaptation of learning approaches relevant to the characteristics of Generation Z and the demands of the Society 5.0 era. This article aims to critically examine the transformation of PAI learning approaches through the integration of Artificial Intelligence (AI) and adaptive Learning Management Systems (LMS) as a response to the challenges of the digitalisation of Islamic education. This study employs a qualitative method using a literature review approach. The findings indicate that the integration of AI in PAI offers precise personalised learning through intelligent chatbots for discussions on fiqh and akhlak, an automated evaluation system based on deep learning for Qur’anic memorisation, and adaptive content generated by generative AI. Meanwhile, adaptive LMS facilitates responsive learning differentiation tailored to the diversity of students’ potential, creating a holistic educational ecosystem integrated between school and home, and enhancing learning engagement through gamification based on Islamic values. However, the implementation of these two technologies faces complex ethical and structural challenges, including the risk of AI hallucinations, the privacy of students’ spiritual data, the digital infrastructure gap between urban and rural areas, and the low digital competence of some PAI teachers. This article concludes that the success of digital transformation in Islamic Education requires a triple-helix synergy between artificial intelligence, the human wisdom of teachers, and an ethical framework based on maqashid al-shariah to ensure that technology functions as a wasilah (means) that strengthens the sacred mission of Islamic education, rather than as a ghayah (end) that reduces the essence of spirituality. Proposed policy implications include strengthening madrasah digital infrastructure, implementing continuous teacher training programmes, and developing a data governance framework based on the principles of hifz al-'ird and hifz al-'ilm.
SISTEM PENDIDIKAN DI NEGARA AUSTRALIA Abdul Wahab Syakhrani; Annisa, Evi, Fitri Hidayati, Hairin Nisa
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 1 No. 1 (2022): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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That education in Australia actually begins with private educational institutions managed by non-government. This is understood because schools with non-state status are a very important part of the system. Education is organized based on community needs. As society develops, education must be encouraged to answer the needs of society. the development of education in Australia is left to each school to develop its education, adapted to the needs of the education community in Australia supported by a community that wants to preserve culture. Australia can organize education well. From a geographical perspective, in terms of education law, Australia is committed to providing quality and equitable education. The people of this country also agreed to guard and support quality education. From an economic perspective, Australia has proven that by investing in quality education, the Australian workforce is able to survive and this country is declared a competent country in the economic field.
SISTEM PENDIDIKAN DI NEGARA AMERIKA SERIKAT Abdul Wahab Syakhrani; Al Hidayatullah, M. Azhar, Muhammad Zulkifli, Fajar Asshadiqi
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 1 No. 1 (2022): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

The United States of America which is the third largest country in the world certainly has a quality education system, many of the American universities are able to provide quality human resources in the world of work and education. in carrying out the educational process, as with the United States which gives more freedom to the states to implement the education system, while the central government only formulates big things in education. Basic education in the three countries has differences in the minimum age limit for entering primary school. In addition, the order of the education systems of the three countries is also different, as well as the level and type of education. As for the curriculum, in Indonesia the curriculum is described in a centralized curriculum structure, and basic education is given 10 subjects but has not been added with local content. In Japan, the basic education curriculum is based on cultivating character and independence, while general science lessons are only 4 subjects. Meanwhile, in the United States, the basic education curriculum teaches more soft skills and general subjects, totaling 4 subjects and then lowering them into sharpening sub-subjects.
SISTEM PENDIDIKAN DI NEGARA AUSTRALIA Abdul Wahab Syakhrani; Ahmad Fauzi, Ahmad Syaifullah, Muhammad Idris, Muhammad Rif’an
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 1 No. 1 (2022): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

Explaining can be interpreted as an effort to organize the lesson content in a planned order so that it is easily understood by students. Submission of information that is well planned and presented in an appropriate sequence is the main characteristic of explaining activities. Broadly speaking, the components of explaining skills are divided into two, namely first, analyzing and planning and second, presenting. Things that need to be considered in analyzing and planning, namely: the content of the message (material) to be conveyed and students as message recipients. Asking skill is the teacher's skill in asking questions as part of stimulating students to respond to the lesson material that is being or has been studied. Several functions of questions: 1) Arouse students' interest and curiosity about a topic; 2) Focus on a particular problem; 3) Stimulating students to ask their own questions; 4) Diagnosing student learning difficulties; and 5) Provide opportunities for learning discussions
PETUNJUK RASULULLAH SAW TENTANG HAK PESERTA DIDIK Abdul Wahab Syakhrani; Nur Azizah, Riska Aulia Rahmah, Sri Norhafizah
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 1 No. 1 (2022): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

Learners are the target (object) and at the same time as the subject of education. In the view of Islamic education, to know the nature of students, cannot be separated from the discussion of human nature, because humans are the result of an educational process. In essence, the concept of Islamic teachings, are God's creatures that are biologically created through a process of growth and development that takes place in an evolutionary manner, that is, through a gradual process. All students have the right to get proper facilities and the same educational services as other students. So in education, educators must be fair to their students, because by being fair can make the learning that is taught run effectively. It's the same thing as a teacher in giving lessons to his students is expected to be gentle and affectionate, so that they avoid harmful behavior in the learning process
STRATEGI MANAJEMEN BIMBINGAN DAN KONSELING DI MADRASAH ALIYAH NEGERI 2 HULU SUNGAI UTARA Ahriadi Ahriadi; Abdul Wahab Syakhrani
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 3 No. 5 (2025): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

This study is based on the background that the implementation of management strategies is needed by BK teachers in determining guidance and counseling service strategies, so that it is easier for BK teachers to help students. This study aims to determine the guidance and counseling management strategy at State Islamic Senior High School 2 Hulu Sungai Utara in overcoming problems faced by students. This type of research is qualitative research. The subjects of this study were 2 BK teachers, the object of this study was the guidance and counseling management strategy at State Islamic Senior High School 2 Hulu Sungai Utara. Data collection techniques used observation, interviews, and documentaries. Data were processed using editing, classification, and interpretation techniques. Data were analyzed using a qualitative approach and inductive conclusions were drawn. The results of the study showed that the guidance and counseling management strategy in overcoming problems faced by students at State Islamic Senior High School 2 Hulu Sungai Utara can be seen from the process carried out by BK teachers, namely the process of formulation, implementation, and evaluation of strategies. The results of the guidance and counseling management strategy at State Islamic Senior High School 2 Hulu Sungai Utara in overcoming problems faced by students are first, the strategies applied in overcoming student problems, namely information services, individual counseling, and group counseling. Second, its usefulness is to help BK teachers take a systematic and professional approach in solving student problems, and to help ensure that the services provided are structured, eflective, and can meet student needs. The third supporting factor is the availability of facilities for BK, supported by the principal, deputy head of student aflairs, homeroom teachers, other teachers, OSIM supervisors, and PIK-R MAN 2 HSU. Fourth, the inhibiting factor is that there is no special schedule for the implementation of guidance and counseling in classes, so it requires free hours and time outside of class hours.
THEMATIC STUDY OF QURANIC VERSES ON LEADERSHIP AND MANAGEMENT Loso Judijanto; Muh Syamsul Arifin; Abdul Wahab Syakhrani
MUSHAF JOURNAL: Jurnal Ilmu Al Quran dan Hadis Vol. 3 No. 2 (2024): MUSHAF JOURNAL : Jurnal Ilmu Al Quran dan Hadis
Publisher : CV. Adiba Aisha Amira

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Abstract

A thematic study of Quranic verses on leadership and management reveals how Islam emphasizes leadership that is just, integrity, and service, where leaders are not only expected to achieve organizational goals but are also responsible for the well-being and growth of individuals in their communities. Quranic verses, such as in Surah Al-Baqarah and Surah Sad, provide guidance on ethical and transformative leadership values, supporting the establishment of leadership models that prioritize moral and spiritual aspects in management practices and contemporary organizational strategies. The study in this research uses the literature research method. The results show that Islam emphasizes leadership roles that not only prioritize goal achievement and performance, but also pay great attention to justice, integrity, and service to the community. The findings open new insights into the concepts of transformative and servant leadership, and offer the view that leadership in Islam includes strong moral and spiritual aspects. The implications of these findings are not only relevant for leadership and management theory, but also for organizational practices that seek to integrate ethical and spiritual values in their daily activities
Co-Authors Aat Ruchiat Nugraha Abdonia W. Finmeta Abdul Hafis Ansyari Abdul Rosid Agus Fawait Agus Hidayat Agus Riyanto Ahmad Fahri Ahmad Fahrul Islam AS, Laila, Nournaina Ahmad Fauzi Ahmad Fauzi, Ahmad Syaifullah, Muhammad Idris, Muhammad Rif’an Ahmad Ghazali Ahmad Mua'rrif Ahmad Rizani Ahmad Syaifullah Ahriadi Ahriadi Akhmad Latif Akhmad Latif, Fahrul Al Hidayatullah Al Hidayatullah, M. Azhar, Muhammad Zulkifli, Fajar Asshadiqi Al-Amin Ali Akbarjono Alim Hardiansyah Annisa Annisa Annisa, Evi, Fitri Hidayati, Hairin Nisa Antono Damayanto Asep Abdul Aziz Asep Saepurokhman Aslan Aslan Bernadus Wibowo Suliantoro Bunyani, Nur Aini Devita Sari Dewi Sinta Didi Sudrajat Eka Sutisna Eliagus Telaumbanua Erwin Erwin Esther Hesline Palandi Esva Maulida Evi Evi Fahrul Fahrul Fajar Asshadiqi Fakhriana Hayati Fatham Mobina Fitri Hidayati Fitria Meisarah Fuadah Johari Gamar Al Haddar Hadenan Towpek Haerudin Haerudin, Haerudin Hafsah Us Hairin Nisa Haryanti Helda Yanti Henny Noviany Henny Noviany Herlina Herlina Heru Widoyo Hidayah Hidayah Hini Fatimah I Dewa Gede Sayang Adi Yadnya Ignatius Septo Pramesworo Iis Surgawati Irwan Satria Isma Lutfiana Masrurah Ismaul Fitroh Iwan Ridwan Iwan Ridwan Paturochman Iyad Abdallah Al- Shreifeen Joni Wilson Sitopu Kadeni Kadeni, Kadeni Kartika Puspandari Kasmudin Mustapa Khairunnisa Khairunnisa Khairunnisa Khairunnisa Khalimatuz Zahra Tanjung Laila Laila Loso Judijanto M. Azhar M. Ibnu Rabi M. Ibnu Rabi M. Jarkasi Mahdia Azzahra, Siti Aulia Rahmah, Siti Rahma Daniati Majidatul Hidayah Marni Marni Masrifa Hidayani Maula Muslimah MHD. Qodari Ashidiqi Moh. Imron Rosidi Moh. Jenli Abbas Mohammad Ahmad Bani Amer Mowafg Masuwd Muh Syamsul Arifin Muhammad Arsyad Muhammad Ichsan Abda Muhammad Idris Muhammad Nur Effendi Muhammad Riduan Muhammad Rif’an Muhammad Shaufi Muhammad Syafrie Muhammad Zulkifli Mujahiddin Munir Tubagus Mustopa Nadia Alwiani Nadia Nursyifa Nor Hidayati Nor Khalifah Nor Laila, Nur Maulida Yulmi, Rahma, Rahmah Safitri Nournaina Nournaina Novianty Djafri Nur Azizah Nur Azizah, Riska Aulia Rahmah, Sri Norhafizah Nurul Aini Nurul Fithroti Nurul Hidayah Nurul Hidayah, Khairunnisa Purwoko, Agus Puspita Dian Agustin Rahmadaniyati Rahmadaniyati Rahmadaniyati Rahmadaniyati Rahmadaniyati, Siti Norhalisa, Siti Ramlah, Yurita Safitri Rahman Rahmilasari Rahmilasari Rahmilasari, Raisa Nabilla, Nor Hidayati, Tri Octa Aulia Nabella Rahniatul Jannah Rahniatul Jannah, Raudatunnisa, Risa Amelia, Sapiah Raisa Nabilla Raudatunnisa Raudatunnisa Rezki Akbar Norrahman Risa Amelia Riska Aulia Rahmah Rismiwati Robiah Rony, Zahara Tussoleha Rosijanih Arbie Saipul Rahli Samdani Samdani Sapiah Sapiah Shella Meina Aziza Shohib MUSLIM Siminto Siminto Siminto Siti Norhalisa Siti Ramlah Sri Haryanto Sri Norhafizah Suhana Sarkawi Syahruddin Mahmud Syatria Adymas Pranajaya Thea Karuni Respati Tri Octa Aulia Nabella Usman Usman Wardatul Ilmiah Yunita Sinaga Yurita Safitri Yusdin Gagaramusu Yusnaini Zahara Tussoleha Rony Zainol Hasan