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All Journal Publikasi Pendidikan Tajdida Suhuf J-PAI: Jurnal Pendidikan Agama Islam Tadrib: Jurnal Pendidikan Agama Islam al-Afkar, Journal For Islamic Studies Cetta: Jurnal Ilmu Pendidikan Kamaya: Jurnal Ilmu Agama Iseedu: Journal of Islamic Educational Thoughts and Practices Perspektif Ilmu Pendidikan Islamic Management: Jurnal Manajemen Pendidikan Islam JUSPI (Jurnal Sejarah Peradaban Islam) Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Jurnal PAI Raden Fatah Jurnal Pendidikan Islam AL-ILMI Instructional Development Journal Geneologi PAI : Jurnal Ilmiah Bidang Pendidikan Agama Islam JUKANTI (Jurnal Pendidikan Teknologi Informasi) Jurnal Ilmiah Edunomika (JIE) Cakrawala Repositori Imwi Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Ideguru: Jurnal Karya Ilmiah Guru Abdi Psikonomi Journal of Education Research Indonesian Journal of Innovation Studies HEUTAGOGIA: Journal of Islamic Education Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Edukasia: Jurnal Pendidikan dan Pembelajaran Proceeding ISETH (International Summit on Science, Technology, and Humanity) JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Jurnal Pendidikan Teknologi Informasi (JUKANTI) Suhuf: International Journal of Islamic Studies Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Ta'allum: Jurnal Pendidikan Islam Iseedu: Journal of Islamic Educational Thoughts and Practices Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Dartim Dartim
Universitas Muhammadiyah Surakarta
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Social Sciences Other

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The Digital Paradox in Schools: Navigating The Intersection between Artificial Intelligence and Academic Performance Friyanda, Nurul Fahri; Dartim, Dartim
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The acceleration of the digitalization of education and the introduction of artificial intelligence (AI) into the classroom have created a "digital paradox": technologies designed to improve the quality of learning can simultaneously have opposite impacts, such as decreased motivation, weakened deep understanding, threats to academic integrity, and inequality in learning outcomes. This study aims to map and synthesize empirical evidence on the relationship between the use of AI/digital education and academic performance, as well as identify the conditions that make its impact stronger or weaker. The method used is a PRISMA-based Systematic Literature Review (SLR) with Scopus as a single database. The search uses structured Boolean strings in the range of 2021–2025, open access journal articles, Social Sciences/Arts and Humanities, and English. From the initial 562 articles, it was filtered down to 38, and through relevance screening based on title–abstract–content verification reading, 9 studies that met the inclusion criteria were obtained. Narrative synthesis shows evidence that the impact of AI on academic performance is contextual and not always consistent: some studies highlight benefits (learning support, personalization, early warning, acceleration of assessment), while others emphasize affective trade offs (interest/motivation), risks of cognitive "shortcut" behavior, and validity-fairness issues in digital assessments. These findings confirm that the impact of AI is more determined by task–AI fit, AI literacy and ethics, assessment design that assesses thought processes, and equity-sensitive school governance.
The Role of Religious Ethics in Regulating the use of Artificial Intelligence on Education Nauntika, Nila Pingkan; Dartim, Dartim
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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This study aims to analyse how religious ethics, specifically Islamic ethics regulate the use of Artificial Intelligence (AI) in education. As educational institutions increasingly adopt AI for personalised learning, automated assessment, and adaptive learning systems, they face complex ethical challenges. These challenges include algorithmic bias, information hallucination, violations of academic integrity, and cognitive dependence on technology. We conducted a Systematic Literature Review (SLR) following the PRISMA protocol. Specifically, we examined English-language, Scopus-indexed articles published between 2025 and 2026, focusing on the intersection of AI, education, and ethical implications. From the initial 174 articles, we then analysed 10 of the most relevant publications in depth. The findings show that a technocratic perspective largely dominates AI applications in education, emphasising system efficiency and accuracy. However, educators and policymakers have yet to substantively integrate normative ethical dimensions and religious values. Addressing this gap, the study demonstrates that the core principles of Islamic ethics such as amanah (responsibility), 'adl (justice), maslahah (public good), and ḥifẓ al-‘aql (preservation of intellect) provide a highly relevant framework for governing AI in education equitably and human-centrically. This research integrates Islamic religious ethics as a complementary normative framework alongside modern AI ethics. This approach ensures that AI in education operates not only with technical effectiveness but also in alignment with the moral, spiritual, and higher purposes of education.
Buya Hamka and Al-Azhar's Interpretation: The Contribution of Progressive Islamic Education in Muhammadiyah Muqoddas, Lintang Faza; Dartim, Dartim
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Buya Hamka is figure Indonesian Muslim intellectuals who play a role important in update Islamic thought through Al-Azhar tafsir which interprets the Qur'an in an honest way contextual with consider reality social, cultural, and historical Indonesian society. With use method tahlili Mushafi patterned on adab ijtima'i, this interpretation make the Qur'an as source reflective and responsive preaching to dynamics of the times. Research This aim study the role of Buya Hamka and Al-Azhar's contribution to interpretation in development Muhammadiyah's progressive Islamic education through approach qualitative with analysis thematic, especially on the concept purification and renewal. Study results show that renewal and purification are two principles that are mutually exclusive complement, where tajdid push update understanding of Islam to be relevant with need social, while purification guard purity teachings main from practice religious that is not based on. With Thus, Al-Azhar's interpretation contribute significant in strengthen Muhammadiyah Islamic education that is rational, contextual, and transformative, in line with with Spirit preaching progressive Islamic socialism.
Progressive Islamic Education in the Muhammadiyah Perspective: Implications for Islamic Religious Education Instruction Apriliana, Wulan Artistika; Dartim, Dartim
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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This study examines the concept of Progressive Islamic Education from the Muhammadiyah perspective and analyzes its implications for Islamic Religious Education (PAI) learning. Grounded in the reformist thought of K.H. Ahmad Dahlan and the paradigm of Islam Berkemajuan, the study conceptualizes education as a transformative process integrating faith (aqidah), moral integrity (akhlak), rationality, scientific development, and social responsibility. Using a qualitative literature-based approach with philosophical analysis, data were collected from scholarly journals and relevant academic sources on Muhammadiyah and Islamic education, and analyzed through descriptive and thematic methods. The findings indicate that Progressive Islamic Education shifts PAI learning from a doctrinal and cognitive orientation toward a holistic, contextual, and student-centered paradigm that emphasizes critical thinking, ethical awareness, social responsibility, and religious moderation through dialogical pedagogy, active learning, and integrative curriculum design, particularly within the Al-Islam and Kemuhammadiyahan (AIK) framework. This study offers a practical pedagogical framework for implementing Progressive Islamic values in PAI learning through curriculum integration, contextual instruction, holistic assessment, and teacher professional development, contributing theoretically and practically to contemporary Islamic education discourse and the formation of moderate, tolerant, and future-oriented Muslim generations.
Fiqh Learning Worship Based on Demonstrations and Direct Practice: Literature Review on Strategies and Their Impact on Students' Understanding Faqihuddin, Muhammad; Dartim, Dartim
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The learning of worship fiqh in Islamic educational institutions often faces a gap between the mastery of concepts (harmony, conditions, and legal provisions) and the procedural accuracy of the implementation of worship. This condition emphasizes the importance of a learning strategy that not only targets cognitive achievement, but also builds practice skills and worship habits. This article aims to map practice-based worship fiqh learning strategies at various levels of education and analyze its impact on students' understanding. The research uses a qualitative approach with the type of library research. Secondary data is obtained from relevant scientific literature, then analyzed using content analysis through the stages of in-depth reading, theme coding, categorization, and inter-source synthesis. The results of the review show that practice-based learning strategies tend to follow a tiered pattern of "from knowing, doing, getting used to it". At the MI/SD level, practice is more directed at internalizing values through example, demonstration, media utilization, and rotational practice. At the MTs level, practice is more structured (preparation-implementation-final) and strengthened with guidance and monitoring to extend habituation from the classroom to daily life. Practice-based learning improves students' understanding (cognitive and procedural) and encourages learning engagement, noting the need to strengthen meaning so that practice does not become a routine without appreciation.
The Education Curriculum in The Era of Artificial Intelligence: A Critical Reorientation of Technological Rationality Ansori, M. Fadlan; Dartim, Dartim
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Advances in artificial intelligence (AI) have significantly influenced the direction of educational curriculum development. The use of AI in education is often positioned as a technical solution to improve the effectiveness and efficiency of learning, but this approach risks narrowing the meaning of education when it is not accompanied by ethical and humanistic reflection. This article aims to critically examine the challenges of educational curricula in the era of artificial intelligence and offer a framework for a reflective and transformative reorientation of curricula. This study uses a literature review method with a qualitative-critical approach to various academic sources that discuss the relationship between technology, curriculum, humanistic education, and Islamic educational perspectives. Data analysis was conducted through thematic and interpretive review to identify the dominant trend of technological rationality and its implications for educational goals. The findings show that the integration of artificial intelligence into the curriculum requires an approach that goes beyond technocratic logic. The curriculum needs to be directed to ensure that the use of AI remains within the framework of ethical values, character building, and social responsibility of students. In the context of Indonesia, which has a strong social and religious background, a value-based reorientation of the curriculum is considered important so that technological innovation does not shift the goals of education, which are oriented towards the development of the whole person. Thus, artificial intelligence can be used as a means of supporting civilized education oriented towards social welfare.
Strategi Guru PAI dalam Menanamkan Akhlak Mulia di SMK Negeri 6 Surakarta Rohman, Muhammad Fathur; Dartim, Dartim
Kamaya: Jurnal Ilmu Agama Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/kamaya.v9i1.5288

Abstract

Character education in vocational high schools faces the challenges of vocational curriculum pragmatism and digital disruption in the Society 5.0 era, triggering moral degradation. This study aims to explore the operational strategies of Islamic Religious Education teachers in instilling noble character within the vocational ecosystem of SMK Negeri 6 Surakarta. A qualitative approach with a phenomenological descriptive design was employed through in-depth interviews, participatory observation in practice laboratories and classrooms, and documentation studies. Subjects were selected using a purposive sampling technique, including religious teachers, the vice principal, and students. Data were analyzed using the Miles and Huberman interactive model and validated through source and technique triangulation. Findings indicate a fundamental axiological paradigm reorientation, prioritizing adab over technical achievements. These strategies are operationalized through authentic personal role modeling or uswah hasanah, proactive pedagogical visits to laboratories to integrate trustworthiness with industrial standards, and communal habituation through spiritual organizations. Cross-disciplinary synergy with vocational teachers strengthens character building, despite constraints from high gadget usage that degrades communication ethics. This humanistic approach transforms student behavior evolutionarily from pseudo-compliance to intrinsic spiritual awareness in worship and socializing. In conclusion, character formation in the vocational ecosystem absolutely requires educators affective touch and tangible role modeling, which cannot be replaced by artificial intelligence technology.
Strategies for Memorising the Qur'an Using the Tikrar Method at the Majelis Tafsir Al-Qur'an Tahfiz Centre for Girls in Karangpandan, Karanganyar Javier, Talitha; Dartim, Dartim
JUSPI (Jurnal Sejarah Peradaban Islam) Vol 9, No 2 (2026)
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/juspi.v9i2.28133

Abstract

This study aims to describe the strategy of memorizing the Qur'an using the tikrar method in fostering the memorization of female students at the Tahfidz Center Putri Karangpandan Al-Qur'an Interpretation Council (MTA) Islamic Boarding School. The tikrar method is an intensive repetition technique that has been proven effective in producing memorization that is Mutqin (strong and inherent) and valid (correct according to the rules of tajwid). This study employs a qualitative-descriptive methodology, collecting data through literature reviews, interviews, and observations. An interactive analysis model is used for analysis. The study's findings show that the merging of spiritual and technical elements supports the tahfidz strategy's effectiveness at this Islamic boarding school. The spiritual aspect in the form of tazkiyatun nafs (purification of the heart) is implemented through the habituation of manners, strengthening intentions, and fostering morals before the memorization process begins. In the technical aspect, the tikrar method is implemented through the following stages: (1) Ziyadah, namely the addition of new memorization with layered repetition; (2) Juziyah, namely the submission of one juz in its entirety as an evaluation of the quality of memorization; (3) Tasmi' Marhalah, namely the payment of a number of juz as a condition for increasing the level; and (4) Semester Tahfidz Exam, which is a comprehensive evaluation of memorization during one learning period.
Strategi Guru Pendidikan Agama Islam Dalam Membentuk Kepribadian Remaja di SMA Negeri 1 Sragen Armadany, Cintya Rachma; Dartim
Jurnal Riset Sosial Humaniora dan Pendidikan Vol. 5 No. 1 (2026): Maret: Jurnal Riset Sosial Humaniora, dan Pendidikan (Soshumdik)
Publisher : LPPM Universitas 17 Agustus 1945 Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56444/soshumdik.v5i1.3458

Abstract

This study aims to analyze the strategies implemented by Islamic Religious Education (PAI) teachers in shaping adolescent personality at SMA Negeri 1 Sragen. The research employed a qualitative approach with a descriptive case study design. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using an interactive data analysis model. The findings indicate that personality development strategies were carried out in a planned, systematic, and collaborative manner through five main approaches: role modeling, religious habituation, integration of values into classroom instruction, personal mentoring, and collaboration among teachers. Role modeling emerged as the most dominant strategy, as students tend to imitate teachers’ behavior in daily interactions. Religious programs such as congregational prayer, Qur’anic recitation, Islamic student organization activities, and Friday religious programs function as instruments for internalizing religious and social values. These findings affirm that adolescent personality development requires an integrated strategy embedded within school culture and supported by a conducive educational environment.
Co-Authors Afianto, Dodi Agung Wahyu Utomo Al-hakim, Hamka Ambarwati Anak Agung Gede Sugianthara Anandal, Fadhia Anggraini, Dina Putri Ansori, M. Fadlan Apriliana, Wulan Artistika Armadany, Cintya Rachma AYU LARASATI, MINTEN Chehdimae, Hamdan Chusniatun Dewi, Alya Rahmawati Dhani, Dwike Mawar Divana Nur Maulida Dodi Afianto Faqihuddin, Muhammad Febriyana, Aryeni Ika  Friyanda, Nurul Fahri Huwaidah, Devi Azalia Fitriabil Ikhsan Satriadi, Fajar Inayati, Nurul Latifatul Indarwati , Retno Inka Yuliana Iqbal Hidayatsyah Noor Istaluhu, Rahman Istanto Istanto Istanto Javier, Talitha Khairunnisa, Nur Afifah Laila Zurli Azzahra Latif Hanif Mustofa Lucky Maulidha Lucky Maulidha Mahasri Shobahiya, Mahasri Maulana, Naufal Rakha Maulida, Divana Nur Maulidha, Lucky Moh. Afif Al Mubaraq Mohamad Ali Mohammad Zakki Azani Mohammad Zakki Azani Muh Nur Rochim Maksum Muhammad Irsyad Nur Firdaus Muhammad Wildan Shohib Muqoddas, Lintang Faza Nauntika, Nila Pingkan Nubail, Ahmad Nur Isnaini, Natasya Nurrahman, Muhammad Mirza Nurul Latifatul Inayati Nurul Latifatul Inayati Panggalih Satya Prayoga Putri, Febriyani Amelia Putri, Rossalina Eka Qoridah*, Isna Ariffatul Radhitya Fajar Febrian Rahman Istaluhu Ramadhan, Afief Thiar Retno Windarwati Rohman, Muhammad Fathur Satriadi, Fajar Ikhsan setyowati, fina fitriawahyu Surya, Hanif Bahaudin Dzakir Putra Ummu Azka Amalia Utari Marcela Utomo, Agung Wahyu Waliyuddin, Akbar Wardhany, Adjenk An Nisa Kusuma Widyastuti, Ike Yulianingsih, Wahyu Feby Yusutria Yusutria Zaenal Abidin Zaenal Abidin