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All Journal Jurnal Ilmiah Peuradeun Ahlussunnah: Journal of Islamic Education
Imran Imran
Universitas Islam Negeri Ar-Raniry Banda Aceh, Indonesia
Religion Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Beyond Classroom Learning: Institutionalizing Mental Revolution Values in Indonesian State Islamic Senior High Schools Warul Walidin; Imran Imran; Darwani Darwani; Sulaiman Sulaiman
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.1355

Abstract

State Islamic Senior High Schools (Madrasah Aliyah Negeri/MAN) play a strategic role in strengthening students’ character and ethical development in Indonesia. This study investigates the strategies used to internalize mental revolution values in learning at four MAN in Indonesia: MAN 3 Jakarta, MAN 1 Kulon Progo Yogyakarta, MAN 1 Banda Aceh, and MAN 4 Aceh Besar. Employing a qualitative approach within a postpositivist paradigm, data were collected through in-depth interviews, participant observation, and documentation involving four principals and twenty teachers. Data were analyzed using the interactive model of Miles and Huberman, including data reduction, coding, data display, and interpretation. The findings reveal six interrelated strategies for implementing mental revolution values: integrating values into classroom learning, developing a conducive madrasah culture, applying student-centered learning, using cooperative learning models, strengthening teacher exemplarity, and organizing self-development activities. The implementation focused on three core values—integrity, work ethic, and mutual cooperation—which contributed to strengthening students’ discipline, responsibility, creativity, optimism, and social solidarity. This study offers a multidimensional framework for institutionalizing national values within Islamic education and provides a relevant model for global discussions on value-based education and moral citizenship.
Lecturers' Perceptions of the Use of ChatGPT in Teaching at Islamic Universities in Indonesia M. Rizky; Hayati Hayati; Darmiah Darmiah; Imran Imran; Barmawi Barmawi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.822

Abstract

Advances in generative artificial intelligence are driving the use of ChatGPT in higher education. This study aims to describe faculty members’ perceptions of the use of ChatGPT in teaching at an Islamic university in Indonesia. The study employed a descriptive qualitative approach, with six faculty members selected through purposive sampling as informants. Data were collected through semi-structured interviews, analyzed using the Miles, Huberman, and Saldana model, and validated through source triangulation. The results indicate that faculty members hold positive perceptions of ChatGPT because it helps them access information, develop instructional tools, create teaching materials, and support self-directed learning. However, ChatGPT is not viewed as a substitute for faculty members; therefore, the information it generates must be verified using credible scientific sources. This study also identified challenges such as user dependency, the risk of plagiarism, limitations in information accuracy, low digital literacy, and the lack of guidelines for the use of artificial intelligence in higher education institutions. Therefore, ChatGPT must be utilized critically, ethically, and responsibly through institutional policy support and the enhancement of digital competencies to maintain the quality of learning and academic integrity.
Co-Authors Barmawi Barmawi Darmiah Darmiah Darwani Darwani Hayati Hayati M. Rizky Sulaiman Sulaiman Warul Walidin