Garuda - Garba Rujukan Digital

THE EFFECT OF ACTIVE LEARNING METHODS ON MOTIVATION AND LEARNING ACHIEVEMENT OF ELEMENTARY SCHOOL STUDENTS Maemunah Maemunah; Ach. Shobri; Muhammad Mahfud; Al-Amin; Mohammad Ahmad Bani Amer
INJOSEDU: International Journal of Social and Education Vol. 2 No. 1 (2025): JANUARY
Publisher : Adisam Publisher

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Active learning method is an approach to teaching and learning that emphasises students' direct and active participation in learning activities. Instead of being passive recipients of information, students engage in discussions, simulations, hands-on practice, group projects, and various other forms of interaction designed to stimulate engagement and critical thinking skills. The aim is to increase understanding of the material, motivate students, and ultimately improve learning achievement through a more dynamic and engaging learning experience. The study in this research uses the literature research method. The results of the analysis from various literatures show that active learning methods significantly contribute to increasing students' learning motivation. Students who are directly involved in the learning process tend to have higher interest and enthusiasm, which leads to increased academic commitment. In addition, active learning methods also have a positive impact on students' learning achievement. A deeper understanding of the material, better critical thinking skills, and the ability to apply knowledge in different contexts are some of the resulting benefits. Thus, the implementation of active learning methods in primary schools is proven to be effective in improving students' motivation and learning achievement, making it an important strategy in efforts to improve the quality of primary education.

DIGITAL LITERACY STUDY: KNOWLEDGE AND COMMUNICATION SKILLS AMONG TEENAGERS Syarifuddin Syarifuddin; Mohammad Ahmad Bani Amer; Indah Sulistiani
INJOSEDU: International Journal of Social and Education Vol. 2 No. 3 (2025): MARCH
Publisher : Adisam Publisher

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Digital literacy encompasses the ability to access, understand and use digital information effectively, which is becoming increasingly important in an era of rapidly evolving technology. This study uses the literature method. The results showed that most teenagers have good access to digital devices such as smartphones and computers. However, there are variations in their level of digital knowledge and skills, especially when it comes to using technology for productive purposes. Formal education that supports digital literacy proved to be important, along with the significant role of support from family and peers in directing the wise use of technology. Thus, improving digital literacy and communication skills among adolescents requires synergy between adequate technological infrastructure, relevant education, and support from the social environment. Thus, adolescents can be better prepared to face challenges in the digital era and utilise technology optimally and responsibly.

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN STUDY IN MADRASAH: A CRITICAL REVIEW Ratu Amalia Hayani; Maemunah; Nanah Sujanah; Mohammad Ahmad Bani Amer
Indonesian Journal of Education (INJOE) Vol. 3 No. 1 (2023): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Information and Communications Technology (ICT) in madrasah education, with emphasis on a careful balance between the potential and challenges emerging from the use of technology. The potential advances of ICT in developing educational practices in the madrasah have gained widespread recognition, promising increased accessibility to a variety of resources as well as pedagogical differentiation capable of adapting to the individual learning needs of students. The method of research carried out in this research is literature by searching for literature that fits the context of the research. The results of the research show that ICT has offered to educational institutions that are not only public schools but also madrasas, but such developments not only integrate Islamic values of literacy but require dealing with infrastructure deficits, improving the capacity of educators, as well as formulating comprehensive policies that support the use of safe and effective technology in educational environments.

FACING THE DIGITAL ERA: A COMPREHENSIVE TRANSFORMATION OF MADRASAS THROUGH TECHNOLOGY Risqah Amaliah Kasman; H. Suhada; Ulfah Umurohmi; Mohammad Ahmad Bani Amer
Indonesian Journal of Education (INJOE) Vol. 3 No. 2 (2024): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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In an era increasingly dominated by digital technology, the education sector faces the challenge of adapting and utilizing technology to enrich the learning process. This study aims to analyze how madrasahs in Indonesia respond to and implement digital transformation in their educational activities. The research method used is a literature study, where data and information are collected from various sources such as relevant journals, articles, and research reports to find out the best practices and challenges in digital transformation in madrasahs. The results show that madrasahs have adapted technology in their curriculum and teaching methodology, including the use of digital tools in the teaching and learning process, the development of digital competencies for teachers and students, and the implementation of online learning management systems. However, significant challenges were observed in terms of resource availability, such as limited access to adequate technological devices and digital learning materials, as well as the need for teacher training to maximize the use of technology in education

BLOCKCHAIN FOR DIGITAL CERTIFICATION: A SYSTEMATIC REVIEW OF SECURITY, INTEROPERABILITY AND ADOPTION IN INDONESIAN HIGHER EDUCATION Alim Hardiansyah; Mohammad Ahmad Bani Amer
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19493875

The forgery of academic diplomas and certificates is a chronic problem that undermines the credibility of Indonesian higher education, whilst conventional centralised verification systems have proven to be vulnerable to manipulation, inefficiency, and single points of failure. This article presents a systematic review of the potential of blockchain technology as a secure, interoperable, and widely adoptable digital certification infrastructure in Indonesian higher education. The research method employed in this study is a literature review. The findings indicate that blockchain significantly enhances the integrity of academic credentials through asymmetric cryptographic mechanisms, immutable hash functions, and a distributed architecture that eliminates the need for a central verification authority. Cross-institutional and cross-border interoperability is ensured by global standards such as Blockcerts and W3C Verifiable Credentials, which enable lifelong credential portability. However, adoption in Indonesia remains hindered by digital infrastructure disparities across regions, a shortage of blockchain-competent human resources, regulatory uncertainty regarding the legal validity of digital diplomas, and organisational cultural resistance. This article recommends a three-phase implementation roadmap—pilot (2026–2027), scaling (2028–2029), and maturity (2030+)—which requires national coordination through a higher education blockchain consortium, strategic investment in human resource capacity building, and regulatory harmonisation to establish legal certainty. With a holistic and collaborative approach, Indonesia has the opportunity to become a regional leader in blockchain-based digital certification, realising a higher education ecosystem that is transparent, accountable, and globally competitive.

SOCIAL AND EMOTIONAL IMPACT OF ONLINE EDUCATION: A LITERATURE ANALYSIS Dedi Zulkarnain Pulungan; Cipto Duwi Priyono; Mohammad Ahmad Bani Amer
Review of International Journal Education and School Leadership Vol. 1 No. 2 (2025)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.16888383

Online education has become an increasingly popular learning method, especially in the digital and post-pandemic era. However, its impact on learners' social and emotional aspects is still a topic that needs further research. This literature analysis aims to understand the effect of online education on students' social interaction and emotional well-being. The results show that online education can lead to social isolation due to limited face-to-face interaction and affect students' interpersonal skills. In addition, emotional aspects such as stress, anxiety and technology adaptation challenges are significant impacts, although some students are able to experience benefits such as increased self-confidence. The conclusion of this analysis emphasises the need for a holistic approach that includes social support, interactive programmes and teaching strategies that focus on emotional wellbeing to maximise the potential of online education.

THE TEACHING PROFESSION IN THE DIGITAL AGE: A LITERATURE REVIEW ON TEACHER COMPETENCIES, THE CHALLENGES OF TECHNOLOGICAL TRANSFORMATION, AND STRATEGIES FOR EDUCATORS’ PROFESSIONAL DEVELOPMENT Busnawir; Mohammad Ahmad Bani Amer
Review of International Journal Education and School Leadership Vol. 2 No. 2 (2026): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20005673

The digital age has fundamentally transformed the paradigm of the teaching profession, demanding comprehensive transformation in teachers’ competencies, the management of technological transformation challenges, and innovative professional development strategies. This literature review examines four core teacher competencies (pedagogical, professional, social, and personal) integrated with digital literacy through the TPACK and DigCompEdu frameworks, demonstrating that teachers in the digital age act as facilitators of adaptive learning and technology innovators. The analysis reveals key challenges including the digital divide, limited rural infrastructure, teacher resistance to adaptation, and administrative burdens that hinder the implementation of hybrid learning. Effective professional development strategies include practice-based ICT training, professional learning communities, microlearning platforms, and public-private collaboration for universal connectivity. Policy implications include flexible curriculum reform based on the ‘Merdeka Belajar’ initiative, equitable investment in digital infrastructure, and the strengthening of national digital literacy. These findings underscore the urgency of a holistic approach to cultivating competitive 21st-century educators, with recommendations for longitudinal empirical research to measure the effectiveness of AI and the metaverse in Indonesian education.

Reimagining Islamic Education in the Age of Artificial Intelligence: Towards a Human-Centered Learning Framework Najeeb Yahya; Mohammad Ahmad Bani Amer; Markhabat Bolat; Muhammad Eissawy Abu El Yazid; Ahmad Faizal Syahrul Azmi; Ahmad Fauzan Akbar
Al Husna: Jurnal Ilmiah Pendidikan Agama Islam Vol 2, No 2 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ah.v2i2.17

This study aims to examine how Islamic education can be reimagined in the age of AI through a human-centered learning framework that integrates technological innovation with Islamic educational values. The study employed a qualitative library research approach by systematically reviewing and synthesizing scholarly literature on Artificial Intelligence in Education, Human-Centered Learning, Islamic Educational Philosophy, Human-AI Collaboration, and AI Ethics. Data were collected from peer-reviewed journal articles, academic books, policy reports, and international guidelines published between 2021 and 2026 and analyzed using thematic content analysis. The findings indicate that AI has significant potential to enhance personalized learning, expand educational accessibility, improve instructional effectiveness, and support pedagogical innovation in Islamic educational institutions. However, the integration of AI also raises important concerns related to intellectual dependency, ethical governance, privacy, algorithmic bias, and the preservation of meaningful teacher–student relationships. The study further reveals that Islamic educational concepts such as tarbiyah, ta‘lim, ta’dib, and the framework of Maqāṣid al-Sharīʿah provide a strong ethical and philosophical foundation for guiding responsible AI adoption. The novelty of this study lies in the development of a Human-Centered Learning Framework for Islamic Education that integrates Human-Centered Learning Theory, Artificial Intelligence in Education, Human-AI Collaboration, Islamic Educational Philosophy, and Maqāṣid al-Sharīʿah into a unified conceptual model. The study concludes that AI should function as an augmentative educational partner that supports, rather than replaces, the intellectual, moral, and spiritual roles of educators in fostering holistic human development

Developing Maqasid al-Shariah-Based Artificial Intelligence Models for Transformative Islamic Education in the Era of Technological Disruption and Knowledge Society Uria Hasnan; Muhammad Eissawy Abu El Yazid; Abubaker Kashada; Mohammad Ahmad Bani Amer; Rahmat Ullah; Ahmad Faizal Syahrul Azmi
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.604

This study aims to develop a novel conceptual framework for Artificial Intelligence based on Maqasid al-Shariah in the context of transforming Islamic education amid technological disruption and the knowledge society. Employing a qualitative approach through library research, the study critically analyzes classical and contemporary literature on Islamic education, artificial intelligence, and Maqasid al-Shariah theory. The novelty of this research lies in the integrative construction of a Maqasid-based AI model that systematically embeds the five essential protections religion, intellect, life, lineage, and wealth into the architecture of educational technology design, moving beyond conventional AI applications that are predominantly technical and value-neutral. The findings demonstrate that AI integration in Islamic education must be normatively guided to ensure alignment with ethical, spiritual, and epistemological principles of Islam. Furthermore, this study introduces a maqasid-driven evaluative and operational framework that not only enhances learning efficiency but also actively fosters spiritual formation, moral integrity, and intellectual development. Unlike prior studies that treat ethics as an external constraint, this research positions Maqasid al-Shariah as an intrinsic design principle within AI systems. The study also identifies critical risks of unregulated AI adoption, including doctrinal distortion, cognitive dependency, privacy violations, moral decline, and excessive commercialization of education. Therefore, it proposes a collaborative and interdisciplinary AI design model involving technologists, educators, and Islamic scholars to ensure value-driven innovation.

Developing Maqasid al-Shariah-Based Artificial Intelligence Models for Transformative Islamic Education in the Era of Technological Disruption and Knowledge Society Uria Hasnan; Muhammad Eissawy Abu El Yazid; Abubaker Kashada; Mohammad Ahmad Bani Amer; Rahmat Ullah; Ahmad Faizal Syahrul Azmi
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 1: Januari-Februari 2026
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i1.604

This study aims to develop a novel conceptual framework for Artificial Intelligence based on Maqasid al-Shariah in the context of transforming Islamic education amid technological disruption and the knowledge society. Employing a qualitative approach through library research, the study critically analyzes classical and contemporary literature on Islamic education, artificial intelligence, and Maqasid al-Shariah theory. The novelty of this research lies in the integrative construction of a Maqasid-based AI model that systematically embeds the five essential protections religion, intellect, life, lineage, and wealth into the architecture of educational technology design, moving beyond conventional AI applications that are predominantly technical and value-neutral. The findings demonstrate that AI integration in Islamic education must be normatively guided to ensure alignment with ethical, spiritual, and epistemological principles of Islam. Furthermore, this study introduces a maqasid-driven evaluative and operational framework that not only enhances learning efficiency but also actively fosters spiritual formation, moral integrity, and intellectual development. Unlike prior studies that treat ethics as an external constraint, this research positions Maqasid al-Shariah as an intrinsic design principle within AI systems. The study also identifies critical risks of unregulated AI adoption, including doctrinal distortion, cognitive dependency, privacy violations, moral decline, and excessive commercialization of education. Therefore, it proposes a collaborative and interdisciplinary AI design model involving technologists, educators, and Islamic scholars to ensure value-driven innovation.

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