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All Journal Progresiva : Jurnal Pemikiran dan Pendidikan Islam Al-Munawwarah : Jurnal Pendidikan Islam
Sari Hernawati
Universitas Wahid Hasyim, Semarang, Indonesia
Religion Education

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Adjusting the Ideal Islamic Religious Education Curriculum to the Development of AI-Based Technology Sari Hernawati; Muhammad Hafizh; Muhammad Nurfaizi Arya Rahardja
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 13 No. 01 (2024): Special Edition
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v13i01.32931

Abstract

The development of technology is currently experiencing a very rapid development, one of which is the emergence of an innovation called AI (artificial intelligence). Islamic religious education indirectly gets an impact on the emergence of AI (artificial intelligence) so that it requires adjustments in the Islamic religious education curriculum so that the Islamic religious education curriculum remains ideal with the times. This research is a qualitative research using library study research method with causal descriptiva analysis. Primary sources in this research are all literature relevant to this theme, namely the Islamic religious education curriculum and AI (artificial intelligence) and secondary sources focus on other literature that is indirectly relevant to this research. The result of this study is to describe five adjustments to the Islamic religious education curriculum towards AI (artificial intelligence), namely understanding the concept of technology and AI, ethics of using AI, digital literacy skills, character education, and strengthening Islamic values.
Islam Wasathiyyah sebagai Basis Pengembangan Teori Pendidikan Islam Nusantara: Kritik Konstruktif terhadap Polarisasi Model Tradisionalis dan Modernis dalam Kurikulum Pendidikan Agama Islam Wiasih Wiasih; Mudzakkir Ali; Sari Hernawati; Mahmutarom Mahmutarom
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.v18i1.571

Abstract

This article is grounded in the polarization between traditionalist and modernist models in the Islamic Religious Education (PAI) curriculum, which has produced epistemological fragmentation in the development of Nusantara Islamic education theory. This study aims to analyze the strengths and weaknesses of the traditionalist model, examine the strengths and weaknesses of the modernist model and explain Islam Wasathiyyah as an epistemological foundation. This research employed a qualitative approach through critical library research, supported by Norman Fairclough’s critical discourse analysis. The data were collected from policy documents, curriculum regulations, and relevant scholarly articles. The findings show that the traditionalist model is strong in authoritative knowledge transmission, moral formation, spirituality, and moderate character building, yet weak in adapting to modernity and contemporary sciences. In contrast, the modernist model is strong in educational access, competitiveness, and knowledge integration, but it risks eroding Islamic identity and producing hidden secularization. Islam Wasathiyyah offers an epistemological synthesis through the principles of tawassuth, tawazun, tasamuh, and i’tidal, which can integrate the strengths of both models while overcoming their limitations. The implication of this study emphasizes the need to develop a holistic, transformative, and contextual PAI curriculum rooted in the character of Nusantara Islam.
Co-Authors Mahmutarom Mahmutarom Mudzakkir Ali Muhammad Hafizh Muhammad Nurfaizi Arya Rahardja Wiasih Wiasih