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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Kolaboratif Sains Journal of Educational Management Research
Zamroni
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Model Pendidikan Inklusi pada Mata Pelajaran Pendidikan Agama Islam: Studi Multisitus SDIT Luqman Al-Hakim dan SDIT Assalaam: Inclusive Education Model on Islamic Education Subject: A Multisite Study at Luqman Al-Hakim and Assalaam Islamic Schools Kurnia Julianti; Zurqoni; Zamroni
Jurnal Kolaboratif Sains Vol. 6 No. 10: OKTOBER 2023 - Jurnal Kolaboratif Sains (JKS)
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v6i10.4296

Abstract

Penelitian ini bertujuan untuk mengevaluasi model pendidikan inklusi di Sekolah Dasar Islam Terpadu (SDIT) Luqman Al-Hakim dan Assalaam melalui mata pelajaran pendidikan agama Islam. Metode pembelajaran yang bervariasi dan disesuaikan dengan kebutuhan siswa merupakan inti dari pendekatan tersebut. Guru Pendidikan Agama Islam memiliki peran krusial dalam memastikan partisipasi siswa berkebutuhan khusus dalam pembelajaran. Penelitian ini berupaya mengisi kesenjangan informasi serta memberikan kontribusi dalam pengembangan pendidikan inklusi pada konteks pengajaran mata pelajaran Pendidikan Agama Islam. Penelitian ini mengusung pendekatan kualitatif dengan metode fenomenologi. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan beberapa teknik seperti Interpretative Phenomenological Analysis (IPA), analisis interaktif, dan Cross Case Analysis. Triangulasi data dilakukan dalam tiga tahapan; sumber data, analisis, dan teori. Hasil penelitian menunjukkan perbedaan pendekatan inklusi antara SDIT Luqman Al-Hakim yang memfokuskan pada penyesuaian pembelajaran individu dan SDIT Assalaam yang lebih menekankan inklusi sosial di kelas reguler. Namun, keduanya memiliki pendekatan serupa dalam pengembangan potensi siswa berkebutuhan khusus dengan perbedaan dalam penggunaan "shadow teacher" dan peran orang tua. Faktor pendukung inklusi meliputi fasilitas belajar, dukungan kepala sekolah, kebersamaan, kesetaraan, dan penerimaan siswa normal terhadap siswa berkebutuhan khusus. Namun, kendala terdapat pada keterbatasan guru PAI spesialis dan fasilitas pembelajaran yang belum memadai
REKONSTRUKSI KURIKULUM PENDIDIKAN ISLAM BERBASIS ARTIFICIAL INTELLIGENCE DALAM PENGUATAN AKHLAK SISWA MADRASAH: STUDI KEPUSTAKAAN Afif Syaiful Mustofa; Zamroni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15868

Abstract

This study aims to reconstruct an Artificial Intelligence (AI)-based Islamic education curriculum to strengthen the moral character (akhlaq) of madrasah students. The study is motivated by the gap between the rapid development of educational technology and the current implementation of Islamic education curricula, which remain predominantly cognitive-oriented and lack systematic integration of moral values. This research employs a qualitative approach with a library research design by analyzing relevant scholarly literature on AI, Islamic education curriculum, and moral education. The findings indicate that the integration of AI into the Islamic education curriculum can be achieved through reconstruction of curriculum components, including objectives, content, teaching methods, and assessment, with a primary focus on moral development. AI functions as a wasilah (instrument) to support personalized learning, monitor students’ character development, and facilitate contextual value internalization through technologies such as adaptive learning and learning analytics. However, the implementation of AI must remain guided by Islamic values, with teachers maintaining a central role as moral and spiritual mentors. This study contributes theoretically to the development of an integrative technology-based Islamic curriculum model and offers practical implications for designing adaptive madrasah curricula that prioritize students’ moral development in the digital era.
ISU PENDIDIKAN ISLAM DI ERA GLOBALISASI DIGITAL: STUDI LITERATUR TENTANG PELUANG DAN TANTANGAN ETIS ARTIFICIAL INTELLIGENCE Egiy Dwi Nurristianto; Ahya Alfiyan Nur; Lailatul Hidayah; Zamroni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.19088

Abstract

Artificial intelligence in education raises questions about knowledge authority, learner autonomy, equitable access, and institutional accountability. This article develops a conceptual discussion of its opportunities and ethical challenges in Islamic education through a literature-based approach. The proposed analysis connects publications on AI in education, Islamic educational philosophy, maqasid al-shariah, and international AI ethics. Its central argument is that technological benefits should be evaluated against educational purposes. AI may support learning resources, feedback, and administrative tasks, while requiring safeguards against unreliable religious information, bias, excessive dependence, and inappropriate processing of learner data. The article proposes an institutional framework connecting religious knowledge verification, learner protection, intellectual autonomy, intergenerational responsibility, and resource accountability. This is a conceptual contribution requiring further examination, not an empirically validated model. Responsible adoption therefore depends on maintaining human educational authority, strengthening critical AI literacy, and establishing context-sensitive governance.
TRANSFORMASI DIGITAL DAN E-LEARNING DALAM MANAJEMEN PENDIDIKAN ISLAM: REKONSTRUKSI PARADIGMA Muhammad Ikhwanul; Santy; Zamroni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.19221

Abstract

This study examines digital transformation and e-learning within Islamic education management by proposing the conceptual framework of the “Tawhidic Hybrid Learning Ecosystem” as an alternative paradigm. The central argument is that e-learning in Islamic education should not be treated merely as a technical tool, but must be reconstructed as a new epistemological space that simultaneously unites technological, pedagogical, and spiritual dimensions. Through a critical review of current e-learning practices and an exploration of Islamic educational concepts such as ta’lim, tarbiyah, and ta’dib, this article develops the “Tawhidic Hybrid Learning Ecosystem” model that places divine awareness as the foundation of digital learning architecture. Using a qualitative library research method with a conceptual-philosophical approach, the findings show that digital transformation in Islamic education is not merely a shift from face-to-face to online modes, but a historical opportunity to realize a holistic, accessible, and relevant vision of Islamic education. The implication is that education leaders are required to develop techno-spiritual competencies in order to navigate this transformation effectively.
Epistemological Foundations of Decentralized Educational Reform: A Philosophical Critique of Autonomous School Management in Madrasah Rizki Amelia; Zamroni; Sirajuddin; Riswan; Nasruddin
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3206

Abstract

Educational decentralization grants schools greater managerial responsibility, but meaningful autonomy remains constrained by tensions between local knowledge, standardized accountability, and institutional capacity. This study aims to critically reconstruct the epistemological foundations of school autonomy and develop a framework for epistemic autonomy in the madrasah context. The study employs qualitative philosophical-conceptual research, combining literature review and document analysis. Data are analyzed through condensation, display, inference, and verification, informed by perspectives on tacit knowledge, epistemic injustice, and communicative action. The findings identify three assumptions underlying autonomous madrasah management: local knowledge is inherently superior, educational quality can be determined through uniform indicators, and delegated authority does not require corresponding epistemic capacity. The study proposes epistemic autonomy through five principles: recognition, articulation, deliberation, dialogic accountability, and mentoring. The conclusion is that decentralization requires redistributing the capacity to interpret evidence, evaluate knowledge, and justify decisions. In practice, this framework encourages contextual evaluation, teacher participation, ongoing mentoring, and mutual accountability. Further empirical research is needed to assess its implementation in various madrasahs in Indonesia.
Co-Authors Afif Syaiful Mustofa Ahya Alfiyan Nur Egiy Dwi Nurristianto Kurnia Julianti Lailatul Hidayah Muhammad Ikhwanul Nasruddin Riswan Rizki Amelia Santy Sirajuddin Zurqoni