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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Istawa: Jurnal Pendidikan Islam Jurnal Pendidikan Islam AL-ILMI Hikmah Journal of Contemporary Islamic Education Berkala Ilmiah Pendidikan at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Damhil Education Journal Al'Ulum Jurnal Pendidikan Islam at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Jurnal Pustaka Indonesia Indonesian Science Education Journal (ISEJ) Tahdzib Al-Akhlaq Jurnal Pendidikan Islam Research Journal on Teacher Professional Development SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Social Journal of Studies in Education JRTIE Ilmuna: Jurnal Studi Pendidikan Agama Islam
Syahrur Ramli
Universitas Islam Negeri Mahmud Yunus Batusangkar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Deconstruction of Islamic Scientific Authority: A Phenomenological Study on the Impact of Authentication Reduction Toward Pseudo Literacy Among Islamic University Eliwatis Eliwatis; Syahrur Ramli; Silfia Hanani; Salmiwati Salmiwati; Rabiha Maya Adiera; Zulfani Sesmiarni; Nadia Zakia
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.1990

Abstract

The rapid integration of Artificial Intelligence (AI) in Islamic Higher Education Institutions (PTAI) has sparked a significant shift in how students engage with religious knowledge. This study investigates the deconstruction of Islamic scientific authority, focusing on the impact of authentication reduction toward "pseudo-literacy" among Islamic Religious Education (PAI) students at UIN Mahmud Yunus Batusangkar. Utilizing a phenomenological approach combined with quantitative empirical data, this research explores the lived experiences of the 2023-2025 cohorts the "AI-native" generation. Findings indicate a critical trend of "epistemic dislocation," where students increasingly bypass traditional verification processes (isnad and tabayyun) in favor of algorithmic convenience. Statistical analysis reveals that authentication reduction has a significant positive influence on the rise of pseudo-literacy, with 82% of respondents showing high dependency on AI-generated content without cross-referencing primary classical texts (turats). Qualitative interviews further highlight "competence illusions," where students produce high volumes of text but lack deep conceptual understanding, leading to "cognitive atrophy." This phenomenon poses a serious theological and pedagogical threat, potentially producing a generation of religious educators severed from their scholarly roots. This study recommends a radical pedagogical reorientation through an "AI-Literacy with Sanad" framework, positioning AI as a supportive tool rather than a substitute for intellectual rigor. Ultimately, reclaiming scholarly authority requires reintegrating the ethics of adab and strict authentication into the digital-era curriculum to safeguard the integrity of Islamic scientific traditions.
Mapping the Discursive Barriers of Religious Moderation in Islamic Schools: A Systematic Literature Review of Sinta-Indexed Research (2019–2026) Bambang Supradi; Ali Muddin Jailani; Mustafa Mustafa; Syahrur Ramli; M Yoga Habibullah; Yudha Putra Pratama; Radhitiya Dwi Putra
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.2236

Abstract

This systematic literature review investigates the structural and discursive barriers hindering the implementation of state-led religious moderation policies in Indonesian Islamic schools (Madrasahs). Utilizing the PRISMA framework to analyze 35 selected articles from Sinta-indexed journals published between 2019 and 2026, the study maps the implementation bottlenecks into three primary problem clusters: ideological-epistemological resistance, pedagogical-curricular constraints, and institutional policy ambiguities. The findings reveal a profound structural paradox: rather than fostering genuine civic tolerance, the top-down imposition of standardized moderation modules inadvertently triggers a defensive theological response from frontline educators. Driven by fears of 'theological dilution' (pendangkalan akidah) and burdened by rigid administrative compliance metrics, schools frequently resort to institutional decoupling—displaying superficial symbols of compliance while maintaining traditional, exclusionary classroom dynamics. Furthermore, a resource-driven divide exacerbates systemic inequalities between wealthy urban institutions and underfunded rural schools, forcing the latter to rely on informal, localized religious networks that fracture national standardization. This review argues that the current securitized, state-imposed approach destroys pedagogical trust and alienates educators. To overcome this impasse, policymakers must transition from punitive bureaucratic mandates toward a collaborative governance model that re-centers educational autonomy and utilizes traditional Islamic frameworks like wasathiyah.
Integrasi Literasi Digital dalam Kurikulum PAI: Tantangan dan Peluang bagi Guru di Sekolah Dasar Islam Terpadu Muh. Fauzi; Ariyogo Adi‎ Guna; Zulfani Sesmiarni; Syahrur Ramli; Merri Yelliza
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.463

Abstract

This study aims to analyze the challenges and opportunities for integrating digital literacy into the Islamic Religious Education (PAI) curriculum at Integrated Islamic Elementary Schools (SDIT). Amidst the massive digital transformation, PAI teachers face pressure to adopt technology without compromising spiritual values. The research methodology used is descriptive qualitative with data collection techniques through observation, in-depth interviews, and curriculum documentation studies at SDIT. The results of the study indicate that digital literacy integration is still at the media substitution stage, where technology is used as a presentation aid but has not yet touched on a deep pedagogical transformation. The main challenges include the technological competency gap between generations of teachers, the limited digital content that is in accordance with Islamic beliefs for elementary school children, and sociocultural concerns about the negative impacts of the internet. However, this study also found significant opportunities in the use of gamification and digital portfolios that have been proven to increase student learning motivation by forty percent. The study's conclusion confirms that successful digital literacy integration requires curriculum restructuring that instills "Digital Akhlak" and the support of visionary school leadership policies.
The Plan Paradox: Management Risks for Institutional Vulnerability in Synchronizing MBKM Fluidity with OBE Curriculum Rigidity Adripen Adripen; Nur Azizah; Ferdino Wedi Sanjaya; Susi Ratna Sari; Syahrur Ramli; Febi Nuris Putra
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.2099

Abstract

This research aims to explore the systemic risks and institutional vulnerabilities arising from the synchronization of Merdeka Belajar Kampus Merdeka (MBKM) fluidity with Outcome-Based Education (OBE) curriculum rigidity at UIN Mahmud Yunus Batusangkar. The primary data sources were 100 Islamic Education (PAI) students from the 2025/2026 academic year. The urgency of this study lies in the "Plan Paradox" phenomenon, where MBKM’s flexibility policies frequently clash with OBE’s accountability standards, risking pedagogical quality decline and "documentation paralysis" that may hinder student graduation. This study employed a quantitative approach with a research and development design following Plomp’s stages to ensure instrument validity and practicality. A stratified purposive sampling technique was used to select 100 respondents from a total population of 158 students. Data were collected through structured questionnaires measuring two primary variables: MBKM Fluidity (Variable X) and OBE Rigidity (Variable Y). Data analysis utilized descriptive statistics and risk probability distributions via SPSS 29 software to calculate the Institutional Vulnerability Index. The results indicate a 78% structural unreadiness rate regarding MBKM fluidity and an 85% administrative unreadiness rate concerning OBE rigidity. A critical point was identified in the documentation synchronization with national competency matrices, reaching a 95% unreadiness rate. Discussion highlights a "False Freedom" phenomenon, where students enjoy field flexibility but are overwhelmed by rigid assessment standards and the obligation to "patch" missed theoretical material, which showed a 90% unreadiness rate. The study concludes that a "Modular Rigidity" mitigation framework is necessary to balance learning innovation with curriculum integrity.
Pengembangan Model Digital Tahsin Berdiferensiasi pada Program Ekstrakurikuler Keagamaan di Madrasah Budi Budi; Syahrur Ramli; Lainah Lainah; Darul Ilmi; Yahdillah Fahmi
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 5 No. 1 (2024)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v5i1.12262

Abstract

The purpose of this study is to develop a valid tahsin activity model using digital media and differentiated learning. Based on preliminary observation, there are three problems were identified, first, the challenge of implementing classroom management creates a need for differentiated learning. Second, achievement in tahsin that is not yet optimal requires a learning media that can be used repeatedly. Third, madrasas are working to develop the digitalization of extracurricular activities. This was a research and development using the R2D2 development model (Recursive, Reflective Design, and Development). The product of differentiated tahsin digital model was developed using tarteel application through play store. Data sources were observation, interview, validity and practicality sheets. The research setting was MTsN 7 Lima puluh Kota district. The population of this study was grade VII students in 2022/2023 academic year. The research was conducted from February 2023 until February 2024. Data analysis showed that the validity of language aspect was highly valid (0.79) and the validity of content aspect was highly valid (0.84).
Eksplikasi Pendidikan Islam terhadap Konsep Merdeka Belajar Hasan Basri; Syahrur Ramli; Moh In'ami; syamsul bahri; Mustafa Mustafa
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 5 No. 2 (2024)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v5i2.13505

Abstract

Penelitian ini menyajikan tinjauan kritis perspektif pendidikan Islam terhadap konsep merdeka belajar. Pendekatan yang digunakan adalah kulitatif dengan menggunakan library reseach guna menemukan litertur dari buku terutama artikel di jurnal yang diterbitkan dalam kurun tahun 2020 ÔÇôdimana wacana merdeka belajar sudah digulirkan, sampai 2024. Literatur yang terkumpul diklasifikasi dan dirangkum intinya sesuai topik pembahasan dengan menggunakan content analysis secara fleksibel, lalu dibangun kesimpulan dengan menggunakan analytical construct. Hasil kajian menunjukkan bahwa konsep merdeka belajar yang terambil dari konsep filsafat progresivisme menghendaki kebebasan dan kemajuan dalam pendidikan. Dalam pendidikan Islam, konsep merdeka belajar terwujud dalam bentuk kebebasan peserta didik untuk memilih menekuni suatu bidang ilmu sesuai minatnya pada kategori sains dan ß╣íaq─üfah Islam. Adapun terkait pendidikan pada aspek pembentukan kepribadian Islam, tidak diberlakukan kebebasan dalam arti bahwa setiap peserta didik tidak memilih untuk memiliki kepribadian Islam atau tidak, melainkan mereka mesti memiliki kepribadian Islami, yakni memiliki pola pikir, pola sikap dan perilaku berdasarkan ajaran Islam.┬áKata Kunci: Merdeka belajar, eksplikasi, pendidikan Islam, progresivisme.┬á
Problematika Implementasi Kurikulum Merdeka dalam Modul Ajar (Analisis Didaktis terhadap Model Pembelajaran di MTsN 6 Tanah Datar) Susi Herawati; Nur Faizah; Gustina Gustina; Romi Maimori; Syahrur Ramli; Muhammad Ravi Akbar
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 5 No. 2 (2024)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v5i2.13674

Abstract

Penelitian ini bertujuan untuk mendeksripsikan hasil analisis terhadap modul ajar kurikulum merdeka. Ditemukan berbagai problematika didaktis dalam menyusun TP, ATP, KKTP, dalam modul berbasis PBL, PjBL dan DBL. Guru belum memahami teknik menyusun modul ajar secara optimal. Pembelajaran yang kurang terencana akibat ketidaksiapan modul ajar mengakibatkan pembelajaran belum optimal. Jenis penelitian ini adalah penelitian lapangan menggunakan metode kualitatif deskriptif. Teknik pengumpulan data adalah wawancara dan dokumentasi. Sumber data penelitian adalah guru PAI di MTsN 6 Tanah Datar, Kepala Madrasah, dan wakil kurikulum. Teknik analisis data yang digunakan adalah reduksi, pemaparan (display data) dan penarikan kesimpulan. Teknik penjaminan keabsahan data menggunakan triangulasi. Hasil penelitian ini adalah guru memahami kewajiban untuk menyusun modul ajar berbasis kurikulum merdeka, namun mengalami beberapa kendala. Pertama, untuk merumuskan (TP) guru mesti menganalisis TP kognitif (konseptual dan factual), TP psikomotorik (prosedural), TP afektif (meta kognitif). Kedua, untuk merumuskan ATP dilandasi analisis kebutuhan peserta didik. Ketiga, untuk menyusun KKTP dan rubric harus disesuaikan dengan TP. Keempat, untuk menyusun modul PBL dan PjBL guru membutuhkan pedoman dan pelatihan dalam MGMP.
Analysis of Academic Procrastination at Islamic University by Using Spiritual Risk Management Ramza Husmen; Syahrur Ramli; Silvia Susrizal; Muhammad Khadafi; M Ravi Akbar; Dzaky Hafizh Muttaqien; Andieni Putri Olivia Arifin; Yusuf Baihaqi; Masruchin
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aim to analyze academic procrastination in Islamic University. Internal factors sourced from motivation, skills and commitment. External factors sorced from environment, academic facilities, digital ethics and irrelevance academic method. These are making more impact for result of academics, finishing study and institution. Research implemented at PAI major of UIN Mahmud Yunus Batusangkar. Preliminary data on 2021/2022 academic year there are 42,2% higher student impacted on procrastination. Data collected from guided interview with head master of major and academic. The result is 51% form communication and outcome of study. Using spiritual risk management can encourage participants to improve their academic and decresing their problem. Implementation of commitment from inside and time management shoul be self efficacy. Spiritual activity can balancing for emotion, online games and bad friendship can be impactfull to reducing.
Build Cultural Responsiveness: Integration Model Cross Element PAI Co Curricular with Minangkabau Ethnography Silvia Susrizal; Syahrur Ramli; Susi Ratna Sari; Gusrina Fadhila; Demina
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v10i2.13058

Abstract

This study aims to develop a co-curricular integration model of Islamic Religious Education across elements based on Keminangkabauan ethnography to build...cultural responsivenesson students. The research method used isresearch and development(R&D) by adopting the ADDIE model (Analyze, Design, Development, Implementation, EvaluationThis research was conducted at MTsN 6 Lima Puluh Kota, West Sumatra. The results of the research produced a PAI co-curricular module integrated with four sub-themes of Minangkabau ethnography:Alua Jo Sambah(integration of Islamic values of law and contemplation with honesty, politeness and ethics),Marandang(integration of Islamic values of ta'awun and halal haram with mutual cooperation, cooperation and health), Blessings for the Village (integration of Islamic texts with the harmony of nature and the environment), as well asScars (cross-element performing arts, namely faith, morals, worship, and Minangkabau ethnography in theater, drama, and dance). Expert validation of the teaching module obtained an average score of 93% (very valid), while the practicality test by educators reached 92.6% (very practical). This model has proven effective in transforming normative Islamic values into contextual and culturally relevant learning experiences, thereby strengthening students' cultural responsiveness. However, the study also highlighted the need for a balance between cultural approaches and strengthening students' existential navigation skills so that Islamic Religious Education learning is not only a socialization of tradition, but also fosters independent thinking in facing global diversity.
ANALISIS ASSESMENT KOMPETENSI KETERAMPILAN MENGAJAR DALAM PERKULIAHAN MICRO TEACHING BERBASIS NILAI KEISLAMAN PADA MAHASISWA PAI Syahrur Ramli; Silvia Susrizal; Susi Herawati; M. Ravi Akbar
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 7 No. 2 (2025): SEPTEMBER
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v7i2.2327

Abstract

This research aims to analyze the evaluation results of micro teaching lectures for Islamic Education students using assessment indicators of teaching skills based on Islamic values. Islamic Education students are prepared to become prospective Islamic Education teachers through basic teaching skills that consist of skills in opening, explaining, questioning, providing reinforcement, variation, using media, managing the classroom, and closing the learning process. The observation results show that the Islamic Education students have not optimally implemented Islamic values in micro teaching practices. The preliminary questionnaire results with two indicators, opening and questioning skills, indicate that 70% of respondents are not skilled in using Islamic values. This research uses a mixed method approach by combining analysis of the results of a questionnaire on Islamic teaching skills, with coursework grades and interviews. The results show that the highest micro teaching skills based on Islamic values are found in the indicators "delivering learning objectives in an Islamic way" and "providing a review of the material and relevant connections with Islamic concepts through verses and hadiths," both of which achieved 100% (Very Skilled). In contrast, the skills with the lowest achievement of Islamic values are found in the indicator "preparing students' mental state in an Islamic way," with a percentage of 50% (Less Skilled).
Co-Authors Adripen Adripen Afrita Wahyuni Aidil Darmawan Akbar, M Ravi Akbar, M. Rafi Akbar, Muhammad Ravi Ali Muddin Jailani Amirul Mukminin Andieni Putri Olivia Arifin Ariyogo Adi‎ Guna Auliya Rahmi Bal'qis, Aisyah Shinta Bambang Supradi Budi Budi Cahyati, Putri Darmawan, Aidil Darul Ilmi Darul Ilmi Delvica, Ghusti Demina Demina Demina Demina Depki Elnanda Dzaky Hafizh Muttaqien Eliwatis Eliwatis Eliwatis Eliwatis Elvita, Yanti Fadriati Fadriati Febi Nuris Putra Ferdino Wedi Sanjaya Gusrina Fadhila Gusrina Fadhila Gustina Gustina Gustina Gustina Gustina Gustina, G Hamdi, Choirul Hasan Basri hasan basri Hasanah, Aisyah Ramadhani Idris, T Ilahi, Wahyu Iswantir M KHADAFI, MUHAMMAD Khairani, Arrahmi Lainah Lainah Lainah Lainah Lainah, Lainah M Fauzil Azra M Ravi Akbar M Yoga Habibullah M. Ravi Akbar Maimori, Romi Masruchin Meisil Yanda Merri Yelliza Merri Yelliza Moh Inami Movitaria, Mega Adyna Muh. Fauzi Muhammad Khadafi Muhammad Ravi Akbar Mustafa Mustafa Mustafa Mustafa Nadia Zakia Nadia Zakia Nadia Zakia Natasya Aprilia Putri Niatul Sovia Nur Azizah Nur Faizah Nur Faizah Pelina, Dilla Rabiha Maya Adiera Radhitiya Dwi Putra Rahmatia Safitri Rahmatul Riza Ramza Husmen Ramza Husmen Raudatul Hafiza Ravi Akbar, M. Ridha Ahida Ridha Ahida Ridwal Trisoni Ridwal Trisoni Rifa Andriana Rita Zahara Kamsir Rosalina, Viona Rusdi, Luthfia Fadhila Sabilal Muhtadin Salmiwati Salmiwati Sel Pitriyani Silfia Hanani Silvia Susrizal Silvia Susrizal Silvia Susrizal Siska Andeska Putri Suryati Suryati Susi Herawati Susi Herawati Susi Herawati Susi Ratna Sari Susi Ratna Sari, Susi Ratna Syafri, Zulfawan Syafrul Nalus Syamsul Bahri syamsul bahri T. Idris Teti Depita Thongin, Arthit Tri Rifni Rosita Utami, Aisyah Putri Wiwik Handayani Yahdillah Fahmi Yahdillah Fahmi Yanti Elvita Yudha Putra Pratama Yusuf Baihaqi Zakia, Nadia Zulfani Sesmiarni Zulfani Sesmiarni Zulfani Sesmiarni Zulfani Sesmiarni Zulpina Zulpina