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All Journal NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan Jurnal Review Pendidikan dan Pengajaran (JRPP) Al-Bidayah: Jurnal Pendidikan Dasar Islam el-Madib: Jurnal Pendidikan Dasar Islam TOFEDU: The Future of Education Journal IHSAN : Jurnal Pendidikan Islam ROBBAYANA: Jurnal Pendidikan Agama Islam Edcomtech: Jurnal Kajian Teknologi Pendidikan
Siti Khamim
Institut Agama Islam Yasni Bungo
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Implementation of Artificial Intelligence in Islamic Religious Education: An Analysis of Its Impact on Students’ Religious Moderation Literacy at SMA 8 Bungo Sovia Alacuba; Siti Khamim; Wiwin Narti; Sugeng Kurniawan; Ulfa Adilla
The Future of Education Journal Vol 2 No 1 (2023)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v2i1.1978

Abstract

The integration of Artificial Intelligence (AI) into Islamic Religious Education (IRE) offers significant potential for pedagogical transformation; however, its empirical impact on students’ religious moderation literacy remains underexplored. This study aims to analyze the level of AI implementation in Islamic Religious Education and its impact on the religious moderation literacy of students at SMA 8 Bungo. The research employed an explanatory sequential mixed-methods design involving students from Grades X–XII as the study population. Quantitative instruments included a religious moderation literacy scale adapted from the indicators developed by the Indonesian Ministry of Religious Affairs (2021) and a questionnaire measuring AI adoption in Islamic Religious Education. These instruments were complemented by in-depth interviews and participant observations. Quantitative data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), while qualitative data were examined through thematic analysis. The findings indicate that the level of AI implementation was categorized as moderate to high (M = 3.82, SD = 0.61). AI implementation had a positive and significant effect on students’ religious moderation literacy (β = 0.412, p < 0.001), particularly in the dimensions of tolerance, national commitment, and anti-violence attitudes. Qualitative findings revealed that AI facilitated cross-school-of-thought exploration, contemporary case-study simulations, and personalized value reflection. Nevertheless, challenges remained, including digital access disparities and insufficient teacher training in AI-based content curation. The study recommends the development of verified AI-integrated Islamic Religious Education modules, digital pedagogical training for teachers, and school policies that support ethical technology-based learning ecosystems.
The Internalization of Tolerance Values through Multicultural-Based Islamic Religious Education in Public Schools Purlina Purlina; Baili Baili; Siti Khamim; Ulfa Adilla; Mabruri Mabruri
The Future of Education Journal Vol 3 No 3 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i3.1982

Abstract

This study aims to analyze the process of internalizing tolerance values through multicultural Islamic Religious Education (IRE) in public schools. Employing a qualitative approach with a multi-site case study design, the research was conducted in three public senior high schools located in urban and semi-urban areas. Data were collected through participant observation (12 classroom sessions in each school), in-depth interviews with IRE teachers and students, and analysis of instructional documents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the internalization of tolerance values was achieved through three main strategies: (1) the integration of multicultural content into moral education and social jurisprudence (fiqh al-mu‘āmalah) materials; (2) collaborative project-based learning involving interfaith and intercultural engagement; and (3) reflective habituation through spiritual journals and ethical discussions. Supporting factors included teachers’ pedagogical competence, supportive school policies, and an inclusive social climate. The primary challenges were limited instructional time, resistance stemming from narrow textual interpretations, and insufficient teacher training in multicultural educational approaches. This study contributes theoretically to the development of contextual Islamic Religious Education models and provides practical guidance for implementing tolerance education in public schools. It is recommended that teachers’ capacities be strengthened through continuous professional development programs and that tolerance-related attitude assessments be integrated into the Merdeka Curriculum framework.
The Role of Islamic Religious Education in Promoting Religious Moderation among Generation Z at MTsN 2 Bungo Usamah Zulfiyatunnuha; Joni Juli Yandra; Siti Khamim; Baili Baili; Ulfa Adilla
The Future of Education Journal Vol 4 No 4 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1985

Abstract

Generation Z faces challenges arising from ideological polarization, digital disruption, and identity fragmentation that threaten social cohesion. In this context, strengthening religious moderation has become a strategic necessity for safeguarding the nation’s ideological resilience. This study aims to analyze the role of Islamic Religious Education (IRE) in fostering religious moderation among Generation Z students at MTsN 2 Bungo, Bungo Regency, Jambi. The research employed a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and document analysis of curricula and instructional modules. The participants included Islamic Religious Education teachers, students from Grades VII–IX, and the madrasah principal, who were selected purposively. The findings indicate that Islamic Religious Education serves as an agent for the internalization of moderation values through three main dimensions: (1) the integration of the concept of wasathiyyah (Islamic moderation) into instructional materials and the Pancasila Student Profile Strengthening Project; (2) the implementation of dialogic learning practices that cultivate empathy, active tolerance, and ethical discussion skills; and (3) the enhancement of digital-religious literacy to counter radical narratives in cyberspace. The results suggest that the effectiveness of Islamic Religious Education lies not merely in the transmission of normative knowledge but also in the formation of a contextual, critical, and inclusive religious habitus. The study recommends strengthening the pedagogical competencies of Islamic Religious Education teachers within the framework of religious moderation, developing attitude assessment instruments integrated with digital learning ecosystems, and promoting policy synergy among the Ministry of Religious Affairs, schools, and media literacy communities. Practically, the findings emphasize the need to transform Islamic Religious Education from a doctrinal approach into a participatory learning model that is responsive to the characteristics of Generation Z.
Co-Authors Afni Lindra Ari Saputra Ayu Wandari Baili Baili Dali Mawanti Dini Munawarroh Eka Dela Padmawati Ela Widya Kusuma Fikratul Aulia Frendi Gio Rivaldo Iffah Muyassaroh Joni Juli Yandra Linda Wati Mabruri Mabruri Mawaddah Mawaddah Miftachul Rizky Misnawati Misnawati Muhammad Ibrohim Muhammad Nurul Mubin Muhammad Sabli Muthoharotun Umi Hani Novita Nurul Hidayah Novita Puji Astuti Nuryanti Siregar Purlina Purlina Redian Saputra Rodhiyah Zubir Sovia Alacuba Sriani Sriani Sugeng Kurniawan Ulfa Adilla Usamah Zulfiyatunnuha Widia Gita Safira Wiwin Narti Yeni Aulia Zainap Zainap Zubaidah Zulfani Sesmiarni Zulpan Zulpan