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All Journal Chalim Journal of Teaching and Learning Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Al-Munawwarah : Jurnal Pendidikan Islam
Nur Cholid
Universitas Wahid Hasyim Semarang, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Lukman al-Hakim Milenial: Model Komunikasi Konten Dakwah PAI Berbasis Qaulan Baligha Era Algoritma Media Sosial Ahmad Taufik; Nur Cholid; M.Ahsanul Husna
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.707

Abstract

Perkembangan media sosial di era digital telah mengubah pola komunikasi dakwah Pendidikan Agama Islam (PAI) dari model konvensional menuju model komunikasi berbasis algoritma yang menuntut efektivitas, kecepatan, dan keterlibatan audiens. Penelitian ini bertujuan untuk menganalisis konsep qaulan baligha sebagai prinsip komunikasi Islam dalam konteks dakwah digital serta merekonstruksi model komunikasi dakwah berbasis nilai-nilai Qur’ani yang relevan dengan karakteristik media sosial modern. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research) melalui analisis terhadap Al-Qur’an, tafsir klasik, buku, dan jurnal ilmiah yang berkaitan dengan dakwah digital, algoritma media sosial, dan komunikasi Islam. Hasil penelitian menunjukkan bahwa qaulan baligha tidak lagi dipahami hanya sebagai perkataan yang baik dan jelas, tetapi juga sebagai strategi komunikasi yang mampu menarik perhatian, menyentuh emosi, dan mendorong perubahan perilaku audiens di ruang digital. Dalam era algoritma, keberhasilan dakwah tidak hanya ditentukan oleh kebenaran materi, tetapi juga oleh kemampuan dai menyesuaikan pesan dengan logika platform media sosial seperti hook, retention, dan engagement. Figur Lukman al-Hakim menjadi representasi ideal dai digital karena mampu memadukan hikmah, ketulusan, etika komunikasi, dan kecerdasan membaca kondisi audiens. Konsep ghadhdhal shaut yang menekankan komunikasi lembut dan humanis relevan sebagai model etika komunikasi digital di tengah dominasi konten agresif dan sensasional di media sosial. Penelitian ini menyimpulkan bahwa model komunikasi dakwah berbasis qaulan baligha dapat menjadi pedoman strategis bagi dai dalam membangun dakwah digital yang tidak hanya viral secara algoritmik, tetapi juga bermakna secara spiritual dan sosial.
Transformation of Islamic Religious Education Learning in High Schools in the Digital Era Nur Rohman; Nur Cholid; M. Ahsanul Husna
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3237

Abstract

The rapid development of digital technology has significantly transformed educational practices, including Islamic Religious Education (PAI) teaching in secondary schools. However, many PAI teaching processes still rely on conventional, teacher-centered approaches that are less responsive to the characteristics of digital-generation students. This study aims to analyze the transformation of PAI teaching in senior high schools by examining pedagogical changes, digital technology integration, and character building in the learning process. This study used a qualitative approach with a case study design conducted in three secondary schools in Bojonegoro Regency, Indonesia. Participants consisted of PAI teachers, principals, and students selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis. The results show that the transformation of PAI teaching has gradually shifted toward student-centered learning through collaborative learning, reflective discussions, and contextual learning practices. The use of digital media such as interactive videos, online learning platforms, and multimedia presentations has also increased student engagement and motivation. In addition, character education has been integrated into learning through discussions on social ethics, digital literacy, and religious values in everyday life. However, several obstacles remain, including limited digital competency among teachers, uneven technological infrastructure, and resistance to pedagogical change. The novelty of this study lies in its integrated analysis of pedagogical transformation, the use of digital technology, and character education in Islamic Religious Education (IS) learning in secondary schools. This study contributes both theoretically and practically to the development of innovative and contextual Islamic education models in the digital era.
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.
Co-Authors Ahmad Taufik Ghufron Hamzah Ifada Retno Ekaningrum M. Ahsanul Husna M.Ahsanul Husna Nur Rohman Roisul Falah