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All Journal Journal of Islamic Economic and Business Research Jurnal Ilmiah Pendidikan Holistik (JIPH) Educare : Jurnal Ilmu Pendidikan Educazione: Journal of Education and Learning International Journal of Educational Development Journal of Social Studies and Education
Chanda Chansa Thelma
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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ChatGPT For Positive Impact? Examining the Opportunities and Challenges of Large Language Models in Education Sain, Zohaib Hassan; Chanda Chansa Thelma; Hasan Baharun; Agatha Cryssandra Pigesia
International Journal of Educational Development Vol. 1 No. 3 (2024): July : International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v1i3.75

Abstract

Researchers argues that large language models are critical to the advancement of artificial intelligence and will play a vital role in future progress. Despite criticism and occasional bans, these models are persistent and poised to continue. This analysis delves into the potential benefits and challenges of utilising extensive language models in education, considering perspectives from both students and educators. These models' current status and applications are briefly reviewed, emphasising their use in generating educational material, increasing student engagement, and personalising learning experiences. The discussed challenges include the need for educators and students to develop skills and literacies to understand and navigate the technology and its limitations. Employing a strategic and pedagogical approach that stresses critical thinking and fact-checking is a crucial component of effectively integrating these models into educational institutions. AI applications in education often encounter additional challenges, including potential biases, the necessity for ongoing human oversight, and the risks of misuse. However, these challenges may present educational opportunities for students to become familiar with social biases, complexities, and risks associated with AI. The essay presents solutions for effectively addressing these challenges to ensure the responsible and ethical use of large language models in education.
The Relationship between Technical Skills of Madrasah Heads and Non-Financial Compensation with the Performance of Private Islamic Elementary School Teachers Lutfiatul Iltiqoiyah; Chanda Chansa Thelma
Journal of Social Studies and Education Vol. 3 No. 1 (2025): January-June (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v3i1.677

Abstract

This study explores the combined influence of the technical skills of madrasah heads and non-financial compensation on the performance of teachers in private Madrasah Ibtidaiyah (MI) schools in Probolinggo Regency, Indonesia. While previous research has examined these factors independently, little attention has been given to their simultaneous impact in the context of Islamic primary education. This research aims to fill that gap by investigating how leadership skills, including educational management abilities, and non-financial incentives, such as career development and recognition, contribute to teacher performance. A quantitative research design with descriptive correlational analysis was used, collecting data from 363 teachers through structured questionnaires. Statistical methods, including Spearman Rank Correlation, revealed strong positive correlations between both technical skills and non-financial compensation with teacher performance. Furthermore, the combined effect of these two factors was found to have a nearly perfect influence on teacher performance. The findings underscore the importance of integrating effective leadership with non-financial incentives to enhance teacher outcomes. This study provides valuable insights for educational leaders and policymakers aiming to improve teacher motivation and performance in Islamic primary schools. The results also suggest directions for future research, including exploring the long-term effects of leadership development and non-financial rewards on teaching quality.
The Effect of Dormitory-Based Coaching and Religiosity on Islamic Education Learning Outcomes Marzuki; Yusuff Olatunji Abimbowo; Chanda Chansa Thelma
Educazione: Journal of Education and Learning Vol. 1 No. 2 (2024): Moderate Islamic Education and Learning Innovation
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v1i2.498

Abstract

This study investigates the influence of dormitory-based coaching and religiosity on the learning outcomes of Islamic education students. The research explores the relationship between these variables and their combined effect on academic performance. A quantitative approach using a correlational research design was employed, with a sample of 150 students from SMP Islam Darul Ulum Bantaran. Data was collected through a standardized questionnaire assessing dormitory coaching, religiosity, and academic performance, with analysis conducted using multiple linear regression and correlation techniques. The findings reveal that dormitory-based coaching (p = 0.042) and religiosity (p = 0.000) significantly positively impact learning outcomes. Furthermore, the study demonstrates a strong interaction between the two factors, suggesting that students who experience high levels of coaching and religiosity tend to achieve the best academic results. These results highlight the importance of integrating dormitory-based coaching and strengthening religiosity in educational settings. This research contributes to developing a holistic educational approach and provides valuable insights for improving educational practices, particularly in Islamic schools. Future research may explore additional factors influencing learning outcomes and assess the long-term effects of these variables on student development.
Balancing Innovation and Ethics: The Controversy of Artificial Intelligence in Higher Education Policy Management Rizkiyah; Izzatul Munawwaroh; Chanda Chansa Thelma
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2024): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1096.73 KB) | DOI: 10.71392/ejip.v3i1.34

Abstract

Technological innovations, particularly artificial intelligence (AI), present new challenges and opportunities in higher education policy management. This study examines how higher education institutions can balance implementing innovative AI technology with ethical considerations. Using a qualitative approach with a case study method, the research involved university leaders, lecturers, and students as subjects. Data collection was conducted through in-depth interviews, observations, and policy document analysis, while data analysis included data reduction, presentation, and conclusion drawing. The findings reveal that implementing AI in policy management requires addressing ethical aspects, such as data privacy, algorithmic bias, and transparency. Institutions can educate stakeholders about the benefits and risks of AI through communication and training initiatives while adopting ethical strategies, such as clear AI usage policies and stakeholder involvement in decision-making. Leveraging effective digital platforms, institutions can foster an environment that supports innovation while adhering to ethical principles. This research significantly contributes to the development of higher education management policies by emphasizing the importance of balancing innovation and ethics in the digital era.
Evaluating the Performance of Zakat Institutions in Empowering Mustahiq Using Islamic Performance Index Model: A Case Study of Dompet Dhuafa North Sumatra Indonesia Aslami, Nuri; Albani Nasution, Muhammad Syukri; Lubis, Fauzi Arif; Chanda Chansa Thelma
Journal of Islamic Economic and Business Research Vol. 5 No. 1: June 2025
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiebr.v5i1.368

Abstract

This study aims to describe and explain the measurement of LAZ performance in the transformation of entitled to receive Zakat empowerment using the Islamic Performance Index (IPI) model at the Amil Zakat Institution Dompet Dhuafa North Sumatra. This type of research is field research using a comparative descriptive method with a quantitative approach. The research population was 1838, and they were entitled to receive Zakat in 2022. The sample used was 329 Entitled to Receive Zakat. The analysis technique used in this research is the Islamic Performance Index (IPI), which is the indicator used to determine the condition of entitled-to-receive Zakat households. The results of this study indicate that the IPI model can be used to measure amil Zakat institutions' performance in empowering entitled to receive Zakat welfare. Even so, in this study, the increase in material income is not very significant. This happens because the entitled to receive Zakat used as a sample of respondents are consumptive beneficiaries or ZIS, so it does not significantly increase the entitled to receive Zakat income at LAZ Dompet Dhuafa Waspada. In comparison, the increase in the number of people entitled to receive Zakat religiosity looks very significant after receiving Zakat, infaq, and sadaqah.
Religious Character Foundation In Independent Curriculum: The Strategic Role Of Islamic Religious Education In Schools Amrullah; Chanda Chansa Thelma
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.v4i1.89

Abstract

This study aims to examine the strategic role of Islamic Religious Education (IRE) in shaping students' religious character through the implementation of the Merdeka Curriculum at the elementary school level. The main focus lies in how religious values are instilled, internalized, and manifested in students’ daily behavior through contextual IRE teaching, religious school programs, and the exemplary conduct of teachers. This research uses a qualitative descriptive approach with case studies. Data were collected through in-depth interviews, direct observations, and document analysis, and were analyzed using data reduction, data display, and conclusion drawing. The findings reveal that students’ religious character development is supported by a synergy between practical IRE learning, daily religious routines, and a school culture that reinforces spiritual values. IRE teachers play a central role in embedding values of faith, morality, and tolerance. The implications highlight the urgency of developing a curriculum that integrates cognitive, affective, and spiritual dimensions, offering a foundation for constructing a contextual and adaptive model of religious character education in the era of the Merdeka Curriculum.
Advancing Educators: Exploring Innovative Strategies For Teacher Training in Pakistan Zohaib Hassan Sain; Chanda Chansa Thelma; Nurulannisa Binti Abdullah
Jurnal Ilmiah Pendidikan Holistik (JIPH) Vol. 3 No. 2 (2024): April 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jiph.v3i2.10166

Abstract

This study explores the barriers hindering practical teacher training in Pakistan and proposes actionable solutions to these challenges. The study builds a robust foundation by examining existing research within the Pakistani educational landscape, national education policies, and relevant academic literature. Analysis of secondary data highlights various issues in teacher training in Pakistan, spanning administrative and faculty-related dimensions. Critical problems identified include flaws in policy and planning, substandard teacher induction processes, insufficient resources in training institutions, low teacher motivation, imbalanced distribution of qualified teachers, a fragmented training system, and infrequent training sessions. To address these challenges, the study recommends fostering a supportive environment, ensuring accountability and merit-based practices, allocating adequate resources, designing comprehensive professional development programs, and maintaining continuity. In conclusion, addressing challenges like poor induction, inadequate training, and lack of resources is essential for improving teacher training in Pakistan, which is crucial for enhancing the overall quality of education.   
Co-Authors Agatha Cryssandra Pigesia Amrullah Arifin Fauzi Lubis Baharun, Hasan Izzatul Munawwaroh Lutfiatul Iltiqoiyah Marzuki Muhammad Syukri Albani Nasution Nuri Aslami Nurulannisa Binti Abdullah Rizkiyah Sain, Zohaib Hassan Yusuff Olatunji Abimbowo Zohaib Hassan Sain