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All Journal Educare : Jurnal Ilmu Pendidikan Indonesian Journal of Islamic Educational Review
Uthman Shehu Lawal
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Religion Education Social Sciences Other

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Artificial Intelligence-Based Learning and Its Impact on Educational Policy and School Management Izzatul Munawwaroh; Rizkiyah Hasanah; Uthman Shehu Lawal
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 2 (2024): July
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v3i2.38

Abstract

This research aims to examine the impact of Artificial Intelligence-based learning on education policy and school management, with a focus on how schools adapt to technological disruption. The research method uses a qualitative approach with case studies. Data was collected through semi-structured interviews, participant observation, and document analysis, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research results show that Artificial Intelligence-based learning requires transformative policy changes in three main aspects: data use policies, continuous training for teachers, and personalized learning approaches. Effective data management policies are critical to protecting student privacy and supporting adaptive learning based on real-time analytics. Continuous professional development enables teachers to utilize Artificial Intelligence tools effectively, while personalized learning strategies increase student engagement and motivation through an individualized approach. The implications of this research emphasize that the integration of Artificial Intelligence in education must be accompanied by ethical, inclusive and planned policies. The contribution of this research is both theoretical and practical, providing a framework for policy makers to design strategic leadership, stakeholder engagement, and a culture of innovation to realize the maximum potential of Artificial Intelligence in education..
Revitalization of Islamic Story Learning in Islamic Religious Education through the Development of Mind Mapping-Based Teaching Materials Masrurih; Uthman Shehu Lawal
EDUCARE: Jurnal Ilmu Pendidikan Vol. 4 No. 1 (2025): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v4i1.90

Abstract

This study aims to develop Islamic Religious Education (PAI) teaching materials based on Islamic stories with a mind-mapping approach to improve elementary school students’ understanding of religious values . The background of this study is based on the lack of innovative and contextual learning media in PAI learning, especially in Islamic story material. This study uses the Borg and Gall Research and Development (R&D) model, which is simplified into five stages: preliminary study, product design, expert validation, limited trials, and field trials. Data collection techniques include interviews, observations, documentation, and written tests. The results of the study showed that the teaching materials developed were considered very valid by the Material Teacher (score 92%) and Media Teacher (score 88%) and were stated as very practical by teachers (score 91%) and students (score 89%). The effectiveness test showed an increase in the average score from the pretest 65.2 to the posttest 84.7, with the results of the paired sample t-test of Sig. (2-tailed) = 0.000. This study has implications for strengthening Islamic Religious Education learning in line with the principles of the Independent Curriculum, namely active, reflective, and meaningful learning.
Transformation of Islamic Religious Education Learning in the Digital Era: Learning Modalities and Educational Challenges in the 21st Century Dwi Jati Marta; Uthman Shehu Lawal
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): February 2026
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.488

Abstract

This research analyzes the transformation of Islamic Religious Education learning in the digital era by specifically examining its alignment with students’ learning modalities and the demands of 21st-century education. The originality of this research lies in its integrative analytical framework, which synthesizes digital learning transformation, Visual-Auditory-Kinesthetic (VAK) learning modalities, and 21st-century competencies within the context of Islamic education an intersection that remains underexplored in existing literature. Employing a qualitative literature review approach, this research systematically analyzes books and peer-reviewed journal articles published within the last five years. Data were examined through thematic categorization and theoretical triangulation to ensure analytical rigor and credibility. The findings reveal that digitalization significantly enhances Islamic Religious Education learning using visual and audiovisual media, flexible digital platforms, and learner-centered instructional strategies that support learning autonomy and engagement. However, the research also identifies persistent challenges, particularly teachers’ limited capacity to design pedagogically sound, creative, and contextually relevant digital teaching materials. These findings indicate that technological integration alone is insufficient without concurrent development of teachers’ pedagogical and digital competencies grounded in Qur’anic and Prophetic values. This research concludes that the digital transformation of Islamic Religious Education is effective when technology is integrated with adaptive pedagogy and learning modalities responsive to students’ characteristics. Practically, the findings highlight the need for systematic teacher training in digital instructional design, while theoretically, this research contributes to the discourse on Islamic education by positioning digital pedagogy as a value-oriented, not merely technical, innovation.
Co-Authors Dwi Jati Marta Izzatul Munawwaroh Masrurih Rizkiyah Hasanah