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All Journal Al-Munawwarah : Jurnal Pendidikan Islam At Turots: Jurnal Pendidikan Islam
Ifada Retno Ekaningrum
Universitas Wahid Hasyim Semarang, Indonesia

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Pedagogical Erosion Guru Pendidikan Agama Islam di Era Kecerdasan Buatan Roisul Falah; Ifada Retno Ekaningrum; Nur Cholid; Ghufron Hamzah
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 1 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/al-munawwarah.v18i1.742

Abstract

The advancement of artificial intelligence in education has brought efficiency to Islamic Religious Education teachers, yet it also poses the risk of pedagogical erosion, namely the gradual weakening of teachers’ pedagogical capacity due to excessive dependence on AI. The main problem addressed in this article lies in the absence of studies that specifically interpret pedagogical erosion in the context of Islamic Religious Education learning and connect it with Ibnu Qayyim al-Jawziyyah’s concept of tarbiyah ruhaniyah. This study aims to explain the meaning of pedagogical erosion in Islamic Religious Education learning and to identify the dimensions of tarbiyah ruhaniyah that are most vulnerable to erosion as the use of AI increases. The method used is a narrative literature review conducted through three stages of analysis: literature mapping, critical synthesis, and the construction of conceptual arguments. The findings show that pedagogical erosion in the context of Islamic Religious Education is not merely the weakening of teachers’ technical competence, but the erosion of teachers’ capacity as murabbi who carry out tazkiyatun nafs, taqwiyat al-iman, muraqabah, and mujahadah through uswah hasanah. The dimension most vulnerable to erosion is tazkiyatun nafs, followed by uswah hasanah, muraqabah, mujahadah, and taqwiyat al-iman. In conclusion, the use of AI in Islamic Religious Education learning needs to be guided by pedagogical and theological awareness so that it does not replace the teacher’s human presence, which is the core of tarbiyah ruhaniyah.
The Paradigm Of Inclusive Islamic Education Supriyono; Mahmuhtarom; Ifada Retno Ekaningrum; Ghufron Hamzah
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.1546

Abstract

Islam fundamentally promotes respect and the acceptance of diversity, asserting that all individuals—including persons with disabilities—possess inherent Human Dignity (ahsanu taqwim) and equal rights before God. Despite robust legal mandates in Indonesia, significant challenges persist within Islamic educational institutions (madrasahs). While the 1945 Constitution of the Republic of Indonesia guarantees the right to education for every citizen, and Government Regulation No. 13/2020 mandates that educational institutions provide Reasonable Accommodation for persons with disabilities, the practical implementation remains limited. Furthermore, although the Regulation of the Minister of Religious Affairs (PMA) No. 1/2024 has strengthened the framework for quality inclusive education in madrasahs, empirical data reveals a stark disparity: only 0.6% of registered Students with Special Needs in these institutions currently receive Reasonable Accommodation. This gap is exacerbated by systemic structural issues and prevailing social stigmas regarding institutional quality. This study seeks to reconstruct the paradigm of inclusive education within an Islamic context, advocating for a transition from mere regulatory compliance toward a profound spiritual and theological obligation. This research employs a qualitative approach utilizing library research. Data analysis was conducted through a systematic content analysis of primary Islamic texts, Indonesian legal frameworks, and empirical datasets retrieved from the Ministry of Religious Affairs' EMIS system. The study proposes a "Transformative Theo-Inclusive Paradigm" that synthesizes the Islamic principle of Human Dignity (Karamah Insaniyyah) with the pedagogical requirements of inclusive education. The findings indicate that while inclusive practices have been initiated in 1,070 madrasahs, quantitative progress remains inadequate due to a critical shortage of qualified Special Assistant Teachers (GPK) and limited supporting resources. This research emphasizes that the provision of Reasonable Accommodation is not merely a legal mandate but a manifestation of Islamic spirituality and religious practice (sunatullah). To bridge the divide between theological ideals and institutional realities, madrasahs must internalize inclusive values as a core religious mandate. This transformation necessitates systemic improvements in human resource competency and a fundamental shift in institutional perspectives to eliminate discrimination against Students with Special Needs.
Co-Authors Ghufron Hamzah Mahmuhtarom Nur Cholid Roisul Falah Supriyono