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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam Pendikdas: Jurnal Pendidikan Dasar Edunity: Kajian Ilmu Sosial dan Pendidikan Murabby: Jurnal Pendidikan Islam IHSAN : Jurnal Pendidikan Islam Mutiara: Jurnal Penelitian dan Karya Ilmiah Qalam Lil Mubtadiin Jurnal Pendidikan Dasar Edutik : Jurnal Pendidikan Teknologi Informasi dan Komunikasi An-naba : Jurnal Pendidikan dan Pengabdian Masyarakat
Ma’mun Hanif
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Religion Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Spiritualitas Sebagai Basic Modal dalam Pembentukan Karakter Al-Qur’an Surah Ali Imran ayat 190-191 M. Imam Multazam; Ma’mun Hanif
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 1 No. 03 (2022): Edunity : Social and Educational Studies
Publisher : Publikasiku

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (52.187 KB) | DOI: 10.57096/edunity.v1i03.21

Abstract

Penelitian ini dilatar belakangi oleh kemajuan teknologi yang telah ditemukan dan dikembangkan manusia, yang mengalami kemajuan pesat. Tujuan implementasi pendidikan spiritual yang terdapat didalam surat Ali Imron Ayat 190-191 yaitu adannya nilai-nilai, kejujuran, tanggung jawab, cerdas, sehat dan bersih, peduli, kreatif, gotong royong, dari nilai-nilai inilah terbentuk karakter yang baik. Penelitian ini merupakan penelitian kepustakaan atau library research, yang merupakan salah satu dari jenis penelitian kualitatif yang lokasi atau tempat penelitiannya dilakukan di pustaka, dokumen, arsip dan sejenisnya. Analisis datanya menggunakan metode tahlili. Hasil yang diperoleh dari penelitian ini, menunjukkan bahwa karakter yang baik dapat dibentuk melalui proses berdzikir dan berpikir yang dilakukan secara seimbang, yang nantinya akan menghasilkan amal shalih. Kesimpulan penelitian ini adalah, spiritual sebagai modal utama untuk pembentukan karakter, karena melalui dzikir dan berpikir manusia akan menyadari dirinya bahwa kebaikanlah yang harus kita lakukan setiap saat dan dimanapun berada. Aktifitas berdzikir dan berpikir dapat membentuk karakter yang baik, yang tentu saja harus ada keseimbangan di dalamnya. Karena keduanya merupakan satu kesatuan yang saling melengkapi. Manusia berpikir dengan melibatkan seluruh pribadi dan juga perasaan serta kehendaknya, untuk meghilangkan keraguan dan menjawab pertanyaan. Tak berhenti di situ, manusia juga harus mengimbanginya dengan berdzikir, selalu mengingat-ingat Allah dengan beragam cara, agar jalan pemikirannya tak keluar dari koridor yang telah ditetapkan oleh Allah SWT. Inilah yang kemudian oleh penulis dikatakan sebagai karakter-karakter yang terbentuk dari spiritualitas dalam kajian surat Ali Imran ayat 190-191
Penyusunan Tes Hasil Belajar dan Butir Soal PAI Sekolah Dasar Nadia Putri Anggreini; Ma'mun Hanif
Murabby: Jurnal Pendidikan Islam Vol 7, No 1 (2024): Murabby Vol. 7 No. 1 April 2024
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mrb.v7i1.3483

Abstract

This research aims to determine the preparation of learning outcomes tests and the preparation of PAI Class V questions at Salit Kajen Elementary School. This research uses a qualitative descriptive approach, namely research whose results are in the form of interpretation. In this research, observations and interviews were carried out. Thus, at the end of this research it will serve as input for PAI teachers at Salit Kajen State Elementary School and can add insight to readers. Based on the research results, it shows that the preparation of the class V PAI learning outcomes test at Salit Kajen State Elementary School is good because the Salit Kajen State Elementary School PAI teacher uses three test methods, namely oral, written and action. Class V students in PAI lessons are always evaluated with tests. The steps for preparing PAI question items at Salit Kajen State Elementary School are carried out sequentially, starting from determining the test objectives, determining the learning outcomes to be tested, preparing the question items, making a grid, making question items related to the grid, and validating. question items, and assemble the questions into a test set.
Peran Teman Sebaya dalam Menyelesaikan Tugas Kuliah Mahasiswa Semester 3 PAI UIN Gusdur Dwi Siska; Ma’mun Hanif
Mutiara : Jurnal Penelitian dan Karya Ilmiah Vol. 2 No. 6 (2024): Desember : Mutiara : Jurnal Penelitian dan Karya Ilmiah
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/mutiara.v2i6.1733

Abstract

With an emphasis on third-semester students, this study investigates the function of peer support in assisting students at UIN K.H. Abdurrahman Wahid Pekalongan in completing academic assignments. The purpose of the study is to investigate how peer relationships affect academic achievement, especially in cooperative learning settings. Purposive sampling was utilized to select 20 students for in-depth interviews in order to gather data. According to a thematic analysis of the interviews, students' academic performance is positively impacted by peer support, which includes practical, emotional, and informational assistance. Over-reliance on peers, however, may impede the growth of autonomous academic abilities. According to the results, creating a peer-supportive atmosphere can increase motivation and output while striking a balance with independence. This study advances our knowledge of how peers engage in classrooms and offers useful advice for enhancing cooperative learning.
Etika Profesi Sebagai Landasan Moral dalam Dunia Pendidikan Ma’mun Hanif; Nada Sabillah
Qalam lil Mubtadiin Vol. 3 No. 2 (2025): Vol III Edisi II 2025
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Bukhary Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58822/qlm.v3i2.299

Abstract

The teaching profession is one that is deeply rooted in moral values; it is not merely an ordinary occupation. A teacher is not only responsible for instructing but also for educating, guiding, serving as a role model, and inspiring students in various aspects of life. This paper aims to examine how professional ethics serve as a moral foundation in the field of education. Using a literature study method with a qualitative approach, this article explores the teacher's role as a morally grounded profession, the meaning and implementation of professional ethics, and the challenges faced by teachers in the modern era. The findings of this study indicate that strengthening professional ethics must be carried out comprehensively. Teachers with strong ethical awareness will be able to fulfill their roles professionally, uphold integrity, and make meaningful contributions to the development of a dignified and human-centered education system. Thus, professional ethics should not merely be seen as a set of rules, but as the very soul of a teacher’s service
Problematika Administrasi Guru dan Realitas Kognisi Hafalan Al-Qur'an pada Siswa Jenjang SD/MI Novianto Ade Wahyudi; Muhammad Jember Risky; Muhammad Faisal Reza; Ma'mun Hanif; Ahmad Ta'rifin
Pendikdas: Pendidikan Dasar Vol 7, No 1 (2026): Mei 2026
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/pendikdas.v7i1.1169

Abstract

Artikel ini mengkaji problematika administrasi guru dan keterkaitannya dengan realitas kognisi hafalan Al-Qur’an pada siswa jenjang SD/MI. Melalui pendekatan studi pustaka, kajian ini mensintesis berbagai literatur tentang beban administratif guru, perkembangan kognitif anak, teori beban kognitif, serta strategi pembelajaran tahfidz yang adaptif. Hasil kajian menunjukkan bahwa guru PAI/Tahfidz menghadapi tuntutan ganda, yaitu menjalankan fungsi pedagogis sekaligus memenuhi kewajiban administratif berupa penyusunan perangkat ajar, asesmen, pelaporan, supervisi, dan dokumen kurikulum. Beban tersebut berpotensi mengurangi waktu, energi, dan fokus guru dalam memberikan pendampingan hafalan secara personal. Padahal, siswa SD/MI masih berada pada tahap perkembangan kognitif yang membutuhkan arahan bertahap, pengulangan terstruktur, koreksi langsung, suasana emosional aman, serta strategi belajar yang sesuai dengan kapasitas memori kerja dan rentang perhatian. Minimnya interaksi pedagogis dapat meningkatkan beban kognitif, memperlemah retensi hafalan, dan menimbulkan tekanan belajar. Oleh karena itu, penyederhanaan administrasi, penguatan dukungan sekolah, penerapan Student-Centered Learning, scaffolding, muraja’ah terjadwal, serta tutor sebaya diperlukan untuk membangun ekosistem tahfidz yang lebih ramah kognisi anak dan tetap menjaga profesionalisme guru.
Pemanfaatan Kecerdasan Buatan (Artificial Intelligence) dalam Perencanaan Pembelajaran PAI di SMA/MA: Kajian Konseptual Berbasis Literatur Sistematis Fahmi Maulana; Isna Farahsya; Fella Sufah Qotrunnadya; Rizki Maulana Firmansyah; Ma’mun Hanif
Edutik : Jurnal Pendidikan Teknologi Informasi dan Komunikasi Vol. 6 No. 3 (2026): EduTIK : Juni 2026
Publisher : Jurusan PTIK Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67142/edutik.v6i3.381

Abstract

ABSTRAK Perencanaan pembelajaran merupakan fondasi aktivitas pedagogis yang kini berhadapan dengan imperatif transformasi digital, khususnya melalui teknologi kecerdasan buatan (Artificial Intelligence/AI). Dalam konteks Pendidikan Agama Islam (PAI) di SMA/MA, integrasi AI dalam perencanaan pembelajaran belum mendapat kajian sistematis yang memadai. Artikel ini bertujuan mengonstruksi model konseptual pemanfaatan AI dalam perencanaan pembelajaran PAI melalui sintesis literatur sistematis. Dengan menggunakan metode Systematic Library Research berbasis protokol PRISMA, sebanyak 27 sumber ilmiah dipilih dari basis data Google Scholar, GARUDA, Scopus, dan Web of Science (2016-2025). Analisis dilakukan melalui teknik thematic synthesis tiga tahap. Kajian mengidentifikasi tiga dimensi utama pemanfaatan AI: (1) otomatisasi dan personalisasi penyusunan perangkat ajar; (2) learning analytics berbasis machine learning untuk desain kurikulum adaptif; dan (3) sistem umpan balik formatif dinamis. Artikel ini menawarkan model konseptual orisinal AI-Integrated Instructional Planning Model (AI-IPM) dengan lima komponen siklik yang dibangun di atas prinsip human-in-the-loop, contextual sensitivity, dan values alignment. Kebaruan model ini terletak pada integrasi eksplisit dimensi nilai keislaman ke dalam kerangka perencanaan pembelajaran berbasis AI, sebuah perspektif yang belum tersedia dalam literatur AI in Education (AIED) yang ada. ABSTRACT Instructional planning constitutes the epistemic foundation of pedagogical activity, now confronting the imperative of digital transformation through Artificial Intelligence (AI). In Islamic Religious Education (PAI) at SMA/MA level, AI integration in instructional planning lacks adequate systematic study. This article constructs a conceptual model for AI utilization in PAI instructional planning through systematic literature synthesis. Using a Systematic Library Research method based on the PRISMA protocol, 27 scholarly sources from Google Scholar, GARUDA, Scopus, and Web of Science (2016-2025) were analyzed via three-stage thematic synthesis. Three main dimensions were identified: (1) AI-based automation and personalization of instructional materials; (2) machine learning-based learning analytics for adaptive curriculum design; and (3) dynamic AI-based formative feedback. The article proposes the AI-Integrated Instructional Planning Model (AI-IPM), an original conceptual model with five cyclical components grounded in human-in-the-loop, contextual sensitivity, and values alignment principles. Its novelty lies in explicitly integrating Islamic values into an AI-based instructional planning framework, a perspective absent from existing AIED literature.
PERCEPTIONS AND IMPACTS OF THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN DEEP LEARNING AMONG PAI STUDENTS Nanang Ilham Fatih; Nafila Mubarokah; Fanazal Risqianto; Laela Hanifah; Ma’mun Hanif
Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam Vol. 16 No. 1 (2026): June
Publisher : UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jtipai.v16i1.20574

Abstract

Abstract : Advances in Artificial Intelligence (AI) have brought significant changes to the world of education, including the Islamic Religious Education (PAI) program. The use of AI has the potential to support deep learning through easier access to information, personalized learning, and increased learning efficiency. However, research on the use of AI in the context of deep learning for PAI students remains limited. This study aims to analyze the perceptions and impacts of AI utilization in supporting deep learning among PAI students. The study employs a qualitative approach using the case study method. The research participants consisted of 20 active students in the PAI program who had used AI in their academic activities and were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the interactive model proposed by Miles, Huberman, and Saldaña, which includes data reduction, data presentation, and drawing conclusions. Data validity was ensured through source triangulation and member checking. The results show that all respondents have used AI in their learning. Most students believe that AI helps them understand course material, speeds up the completion of assignments, facilitates the search for references, improves the efficiency of study time, and supports their motivation to learn. Additionally, AI helps students obtain explanations that are more concise and easier to understand. However, the use of AI also faces several challenges, such as limited internet connectivity, the need to verify the accuracy of information, restricted access to certain features, and the potential for overreliance on technology. This study concludes that AI has a positive impact on supporting in-depth learning among PAI students; however, its use must be approached wisely and critically, while maintaining academic ethics and recognizing the role of instructors as primary mentors in the learning process. Keywords:. Artificial Intelligence; Deep Learning; Islamic Education Students; Student Perceptions
Analisis Keterkaitan Evaluasi Pembelajaran Dan Progam Tindak Lanjut Terhadap Peningkatan Hasil Belajar Fakhrun Nisa; Salwa Durrotun Nashah; Maya chairunnisa; Muhammad Ridho; Ma’mun Hanif
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 4 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i4.8888

Abstract

Pergeseran paradigma dalam dunia pendidikan saat ini menuntut sistem penilaian yang tidak lagi sekadar berorientasi pada angka, melainkan pada pemahaman proses belajar siswa secara menyeluruh. Sayangnya, integrasi antara evaluasi pembelajaran dan program tindak lanjut di lapangan sering kali belum berjalan optimal akibat kendala waktu serta beban administrasi pendidik. Padahal, tanpa adanya tindakan konkret yang berkelanjutan, proses evaluasi akan kehilangan esensinya sebagai instrumen perbaikan mutu pembelajaran. Penelitian ini bertujuan untuk mengkaji pelaksanaan evaluasi pembelajaran, mengidentifikasi ragam program tindak lanjut, serta menganalisis keterkaitan mendalam di antara keduanya dalam memacu peningkatan hasil belajar siswa. Melalui metode studi pustaka (library research) dengan pendekatan kualitatif, data dikumpulkan dari berbagai literatur ilmiah, kemudian dianalisis secara deskriptif melalui tahapan reduksi, paparan, dan penyimpulan data. Hasil penelitian menunjukkan bahwa perencanaan evaluasi yang matang—melalui perumusan tujuan, penyusunan kisi-kisi, dan pembuatan soal yang valid—menjadi fondasi utama dalam mengukur capaian siswa secara objektif. Pelaksanaan berbagai bentuk penilaian, baik diagnostik, formatif, maupun sumatif, mampu memberikan potret perkembangan kompetensi siswa secara berkala. Lebih lanjut, pemanfaatan hasil penilaian yang diwujudkan secara nyata melalui program remedial, pengayaan, dan pembenahan strategi mengajar oleh guru terbukti memberikan dampak positif yang signifikan. Sinergi yang kokoh antara evaluasi yang tepat dan tindak lanjut yang terarah menjadi kunci utama dalam mendorong motivasi serta mengoptimalkan pencapaian hasil belajar siswa pada ranah kognitif, afektif, maupun psikomotorik.
Deep Learning-Based Learning in the Merdeka Curriculum at Elementary Schools: Implementation, Challenges, and Its Impact on Learning Eka Faidah Khasanah; Ma’mun Hanif; Etika Yuliana; Ika Nur Iliza; Muhammad Tegar Husain
MISOOL: Jurnal Pendidikan Dasar Vol. 8 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v8i1.2853

Abstract

This study is driven by the transformation of education through the Merdeka Curriculum, which highlights flexible, contextual, and student-centered learning. The deep learning approach is considered a solution to foster deeper understanding, strengthen critical thinking skills, and enable the application of knowledge in real-life situations. This research aims to examine the implementation of deep learning-based instruction within the Merdeka Curriculum, identify the challenges encountered, and explore its impact on classroom practices. The study adopts a descriptive qualitative approach using a literature review method, analyzing relevant and recent scholarly sources. The results reveal that integrating deep learning into the Merdeka Curriculum encourages more meaningful learning experiences, enhances student motivation and engagement, and develops higher-order thinking skills, including critical, reflective, and collaborative thinking. Moreover, this approach facilitates personalized learning and improves the efficiency of educational processes through the use of technology. However, its implementation still faces several obstacles, such as limited teacher competence, heavy administrative demands, and insufficient infrastructure. In conclusion, the application of deep learning within the Merdeka Curriculum holds significant potential to improve the quality of education, but it requires continuous support from various stakeholders to ensure effective and sustainable implementation
Adaptive Curriculum Development in Preparing Future Generations for 21st Century Challenges Slamet Gunawan; Ma’mun Hanif; Putri Dyah Ayu Rosalinda; Nailatul Karomah
MISOOL: Jurnal Pendidikan Dasar Vol. 8 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v8i1.2889

Abstract

Curriculum development is a dynamic process that can be carried out at any time in response to the needs of the educational world. In facing the challenges of the 21st century—marked by rapid technological advancements, globalization, and increasing social complexity—curricula are required to be more adaptive and relevant. This study aims to analyze changes in curriculum objectives, the development of instructional materials and teaching methods, and the transformation of assessment systems. This study employed a literature review method using a qualitative descriptive approach. The data sources consisted of books, scientific journals, and official documents related to curriculum development and 21st-century education published between 2002 and 2024. A total of 20 relevant literature sources were analyzed using thematic analysis and data synthesis techniques to identify key patterns, concepts, and findings related to curriculum development. The findings indicate that the curriculum must focus on strengthening 21st-century skills, including critical thinking, creativity, communication, and collaboration, as well as the integration of technology into the learning process. Additionally, the assessment system needs to be developed more comprehensively through the implementation of authentic assessment that encompasses cognitive, affective, and psychomotor aspects. Thus, curriculum development is expected to produce students who are not only academically excellent but also possess the skills and character required to face future challenges
Co-Authors Ahmad Furqon Ahmad Ta'rifin Amri Sawab Dwi Siska Eka Faidah Khasanah Etika Yuliana Fahmi Maulana Fakhrun Nisa Fanazal Risqianto Fatma Yutistia Fara Fella Sufah Qotrunnadya Hilda Kamilatul Maola Ika Nur Iliza Isna Farahsya Laela Hanifah M. Imam Multazam Maya chairunnisa Muhammad Faisal Reza Muhammad Jember Risky Muhammad Ridho Muhammad Tegar Husain Nada Sabillah Nadia Putri Anggreini Nadiatus Sarifah Nafila Mubarokah Nailatul Karomah Nanang Ilham Fatih Novianto Ade Wahyudi Nur Khusni Badrudin Putri Dyah Ayu Rosalinda Rizki Maulana Firmansyah Salwa Durrotun Nashah Sasi Aprilia Slamet Gunawan