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All Journal Instructional Development Journal JURNAL TAFIDU Global Education Journal SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Deni Suryanto
Institut Agama Islam Tafaqquh Fiddin Dumai
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Implementasi Pendidikan Dan Strategi Moderasi Beragama Sebagai Upaya Deradikalisasi Di Lingkungan Institut Agama Islam Dumai Deni Suryanto
Jurnal Tafidu Vol 1 No 4 (2022): Jurnal Tafidu
Publisher : Institut Agama Islam Tafaqquh Fiddin Dumai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (667.994 KB) | DOI: 10.57113/jtf.v1i4.252

Abstract

Penelitian ini membahas terkait peranan penting Institut Agama Islam Tafaqquh Fiddin sebagai upaya diera radikalisasi. Radikalisasi terus berkembang seiring dengan tranformasi kota Dumai menjadi pusat industri. Kota dumai yang sangat sibuk dengan jalur perbatasan sumatra dan perairan laut dengan selat Malaka menjadikan kota Dumai sebagai sasaran pendatang dari luar kota yang menyebabkan tingginya tingkat heterogenitas kesukuan maupun keagamaan. Semakin berkembangnya radikalisasi memicu kekhawatiran dan keresahan masyarakat setempat. Untuk merespon dinamika yang terjadi kampus Institut Agama Islam Tafaqquh Fiddin Dumai merekontruksikan strategi yang ideal dalam menangkal benih-benih paham radikal. Metode yang digunakan dalam artikel ini file research melakukan observasi dan wawancara serta telaah litertur yang berkolerasi dengan topik tulisan. Asumsi yang dibangun pada penelitian ini bagaimana strategi Implementasi pendidikan moderasi beragama di kampus mampu di implementasikan dengan baik, diharapkan dengan upaya deradikalisasi pada mahasiswa dapat mempersempit penyebaran radikalisasi di Instusi perguruan tinggi. Strategi pendidikan moderasi yang dilaksanakan baik dalam bentuk pendidikan dan pelatihan di Institut Agama Islam Tafaqquh Fiddin Dumai sejauh ini mampu memberikan pemahaman yang baik bagaimana beragama secara ideal dan moderat
A Bibliometric Mapping of Outcome-Based Education and Its Epistemological Reconstruction from the Perspective of Ikhwan al-Ṣafā Deni Suryanto
Global Education Journal Vol. 4 No. 1 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1426

Abstract

The transformation of global higher education has adopted Outcome-Based Education (OBE) as the dominant paradigm that emphasizes competency measurability. However, the implementation of OBE in Islamic higher education faces serious challenges because the integration of character values is still formalistic and less transformative. This research aims to map the OBE discourse in global literature for the period 2020–2026 and reconstruct its epistemological foundations through the perspective of the Ikhwan al-Ṣafā to overcome the dichotomy between measurability and character transformation. Using a qualitative approach with a combination of bibliometric analysis of 200 Scopus indexed publications and conceptual reconstruction of Rasā'il Ikhwan al-Ṣafā, this study identifies the structure of discourse and formulates an integrative model. The findings show that the OBE literature is dominated by pedagogical-operational approaches (critical thinking, problem-based learning, project-based learning) with significant epistemological gaps—the absence of any connection with the terms epistemology or integration of knowledge. Meanwhile, the thought of the Brotherhood al-Ṣafā has very low academic visibility (only two publications), reflecting the epistemological disconnection between the classical Islamic intellectual tradition and modern curriculum theory. In response, this study formulated an Integrative Transformative Outcome-Based Education Model that synthesizes the principles of constructive alignment of OBE with the epistemology of the Brotherhood of al-Ṣafā through three innovations: Tripartite Constructive Alignment (instrumental, integrative, transformative), Authentic Spiritual Assessment Framework with calibrated rubrics, and curriculum sequencing based on progressive science hierarchy. This model offers concrete solutions to implement the Learning Outcomes of Graduates in a transformative manner, while enriching OBE into a humanistic accountability framework without sacrificing the principle of measurability, towards the formation of insān kāmil (perfect human beings) in Islamic higher education.
Integrasi Nilai Moderasi Beragama Pada Kurikulum PAI di Perguruan Tinggi Umum Kota Dumai Deni Suryanto
Instructional Development Journal Vol. 7 No. 3 (2024): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menganalisis bagaimana nilai moderasi beragama diintegrasikan ke dalam kurikulum Pendidikan Agama Islam (PAI) di perguruan tinggi umum di Kota Dumai. Fokus penelitian mencakup pendekatan, strategi, dan tantangan dalam penerapan nilai-nilai moderasi, seperti toleransi, keadilan, dan keseimbangan, untuk membentuk mahasiswa yang toleran dan inklusif. Penelitian ini menggunakan metode kualitatif dengan desain deskriptif. Data diperoleh melalui wawancara, observasi, dan analisis dokumen dari perguruan tinggi di Kota Dumai. Analisis data dilakukan secara tematik untuk mengidentifikasi pola dan tantangan dalam integrasi nilai moderasi. Hasil penelitian menunjukkan dua pendekatan yang digunakan: pendekatan eksplisit melalui mata kuliah khusus, dan pendekatan implisit dengan menyisipkan nilai moderasi dalam modul PAI. Strategi yang diterapkan meliputi diskusi kelas, studi kasus, kolaborasi lintas mata kuliah, dan pembelajaran berbasis pengalaman. Meskipun efektif, implementasi ini menghadapi tantangan seperti resistensi ideologis, kurangnya bahan ajar, minimnya pelatihan dosen, dan beragam latar belakang mahasiswa. Penelitian ini menemukan bahwa integrasi nilai moderasi beragama berdampak positif pada perubahan pola pikir mahasiswa, menciptakan harmoni sosial di kampus, dan meningkatkan kemampuan analitis mereka dalam menghadapi konflik sosial. Penelitian ini merekomendasikan penguatan kurikulum, pengembangan bahan ajar kontekstual, pelatihan intensif dosen, serta integrasi kearifan lokal untuk mendukung penerapan nilai moderasi. Studi lanjutan diharapkan dapat mengeksplorasi efektivitas pembelajaran berbasis pengalaman untuk membangun sikap moderat mahasiswa
Pemanfaatan Kecerdasan Artifisial Generatif dalam Pembelajaran Pendidikan Agama Islam di SMA: Telaah Integratif Deni Suryanto; Eka Sukmawati; Khairatinnisa’ Humaira; Anisa Yasmin; Syarifah Khoirunnisa; Uswatun Nisa
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 2 (2025): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v2i2.722

Abstract

The rapid development of generative artificial intelligence (GenAI) has created new opportunities and challenges for Islamic Religious Education (IRE) at the senior secondary school level. This study aimed to analyze the development of GenAI in education, map its applications in the planning, implementation, and assessment of IRE learning, identify its pedagogical, epistemic-religious, and ethical risks, and formulate principles for responsible use. An integrative literature review was conducted by searching Google Scholar, GARUDA, the Directory of Open Access Journals, Scopus, and ERIC in June–July 2025. Publications issued between 2020 and 2025 were selected based on their relevance, full-text availability, bibliographic clarity, and discussion of the uses, benefits, risks, or governance of AI in education. A total of 24 sources were included, comprising 16 journal articles as the primary corpus and eight academic books or policy and theoretical documents as supporting sources. Data were extracted into an analytical matrix and synthesized thematically by distinguishing direct evidence from IRE learning in senior secondary schools from indirect evidence derived from other educational contexts. The findings indicate that GenAI is primarily used to support instructional material development, lesson planning, alternative explanations, adaptive learning, question generation, rubric development, and preliminary feedback. However, direct empirical evidence demonstrating improvements in IRE learning outcomes remains limited. Major risks include religious misinformation and hallucination, algorithmic bias, learner dependency, academic integrity violations, privacy concerns, unequal access, and reduced independent thinking. The study concludes that GenAI should function as a teacher-supervised instructional aid rather than a substitute for pedagogical authority and religious guidance. These findings imply that schools should develop AI literacy, religious-source verification protocols, authentic assessment practices, data-protection measures, and transparent institutional guidelines to ensure that GenAI supports meaningful, ethical, and value-oriented IRE learning.
Co-Authors Anisa Yasmin Eka Sukmawati Khairatinnisa’ Humaira Syarifah Khoirunnisa Uswatun Nisa