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Balancing Technology and Empathy: Faculty Perceptions of Artificial Intelligence in University Counseling Masoud, Mohieddin; Kasheem, Majdy; Barkah, Sami; Alsaeh, Fatima; Baroud, Najah; Albshkar, Hajer
Coution: Journal Counseling and Education Vol. 6 No. 2 (2025): Coution
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/coution.v6i2.3624

This study explores university faculty members’ perceptions of integrating Artificial Intelligence (AI) into educational counseling, focusing on awareness, perceived usefulness, ethical implications, and institutional readiness. Using a descriptive quantitative design, data were collected from 250 faculty members at the University of Zawia through a structured questionnaire encompassing seven thematic domains. Participants were selected using a stratified random sampling technique to ensure balanced representation in academic disciplines and ranks. The results revealed generally high levels of awareness and positive attitudes toward AI applications in counseling. Faculty participants recognized the potential of AI to enhance efficiency, data management, and accessibility of counseling services. However, they expressed strong ethical and privacy concerns, particularly regarding data protection, bias, and the potential erosion of the human empathy central to counseling practice. Respondents also emphasized the need for structured training programs and institutional investment to strengthen technological readiness. The findings indicate that while cognitive acceptance of AI is high, affective and ethical reservations persist, reflecting the cultural emphasis on interpersonal trust and human connection in Arab academic contexts. Overall, the study underscores the importance of balancing technological innovation with ethical accountability and human values. It concludes that successful AI integration in university counseling requires a comprehensive framework encompassing staff development, policy guidance, and ethical safeguards to ensure that digital transformation remains human-centered and contextually appropriate.

AI Applications in Chemistry Education: Student Engagement, Learning Outcomes, and Practical Insights Dokali, Naziha Al; Aljarmi, Abtisam; Baroud, Najah
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17475

This study examines the role of artificial intelligence (AI) applications in enhancing chemistry education at the University of Zawia, Libya, with a focus on student engagement and learning outcomes in both theoretical and practical contexts. Despite the increasing adoption of AI tools in higher education, empirical evidence on their effectiveness across instructional domains remains limited. A mixed-methods approach was employed, with quantitative data collected from 88 undergraduate chemistry students using a structured questionnaire and qualitative insights obtained through semi-structured interviews. The results indicated no statistically significant difference between students’ perceptions of AI use in theoretical and practical chemistry learning (ANOVA: F = 1.76, p = 0.186; t-test: t = −1.33, p = 0.186), suggesting that AI is perceived as equally supportive in both domains. In theoretical learning, AI contributed to clarifying complex concepts (26.7%), enhancing motivation (20%), and supporting problem-solving (13.3%). In practical settings, 76% of students reported improved understanding of laboratory procedures, 98% emphasized reduced chemical waste or resource limitations, and 13.4% indicated the use of virtual experiments. Additionally, 87% of students reported improved academic performance, 57% noted compensation for missed or weak lectures, and 88% supported the formal integration of AI into chemistry curricula. Qualitative findings showed that effective AI use increased with academic level, underscoring the importance of early and structured training. The study concludes that systematic integration of AI tools into chemistry curricula, supported by targeted workshops and guided instructional use, can enhance conceptual understanding, laboratory competence, and overall academic performance.

AI Applications in Chemistry Education: Student Engagement, Learning Outcomes, and Practical Insights Dokali, Naziha Al; Aljarmi, Abtisam; Baroud, Najah
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.17475

This study examines the role of artificial intelligence (AI) applications in enhancing chemistry education at the University of Zawia, Libya, with a focus on student engagement and learning outcomes in both theoretical and practical contexts. Despite the increasing adoption of AI tools in higher education, empirical evidence on their effectiveness across instructional domains remains limited. A mixed-methods approach was employed, with quantitative data collected from 88 undergraduate chemistry students using a structured questionnaire and qualitative insights obtained through semi-structured interviews. The results indicated no statistically significant difference between students’ perceptions of AI use in theoretical and practical chemistry learning (ANOVA: F = 1.76, p = 0.186; t-test: t = −1.33, p = 0.186), suggesting that AI is perceived as equally supportive in both domains. In theoretical learning, AI contributed to clarifying complex concepts (26.7%), enhancing motivation (20%), and supporting problem-solving (13.3%). In practical settings, 76% of students reported improved understanding of laboratory procedures, 98% emphasized reduced chemical waste or resource limitations, and 13.4% indicated the use of virtual experiments. Additionally, 87% of students reported improved academic performance, 57% noted compensation for missed or weak lectures, and 88% supported the formal integration of AI into chemistry curricula. Qualitative findings showed that effective AI use increased with academic level, underscoring the importance of early and structured training. The study concludes that systematic integration of AI tools into chemistry curricula, supported by targeted workshops and guided instructional use, can enhance conceptual understanding, laboratory competence, and overall academic performance.

Advancing Sustainable Development Goals through Islamic Education: A Mixed-Methods Study among Scientific Disciplines at the University of Zawia Abdullaha, Lubnah; Baroud, Najah; Alsaeh, Fatima; kasheem, Amaal; Alouzi, Khuloud; Shalghoum, Najimudin; Abdullah, Mahmoud; Husna Nashihin
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.589

This study examines the role of the Islamic Education as a required course in developing awareness, understanding, and behavioral intentions related to Sustainable Development among students in scientific disciplines at the University of Zawia, Libya. Although sustainability has become as a national priority in Libya and North Africa in general, higher education institutions often struggle to embed sustainability principles within curricula, especially in non-specialized general courses. Using a mixed-methods design, the study collected quantitative data from 250 students in mathematics, biology, chemistry, computer science, and physics, supported by qualitative interviews with ten lecturers teaching the Islamic Education course. Descriptive analysis of the questionnaire responses showed moderate to high levels of sustainability awareness, with the course contributing significantly to students’ ethical understanding of environmental and social responsibilities rooted in Islamic concepts. Students also evaluated the course's teaching methods positively, although they expressed their need for more applied, modern and interdisciplinary approaches. The findings further demonstrated that the course positively influenced students’ attitudes and behavioral intentions toward adopting sustainable practices in their personal and future professional careers. Thematic analysis of lecturer interviews supported these results, highlighting pedagogical strategies, challenges, and opportunities for strengthening sustainability integration. The study concludes that the Islamic Education course serves as a valuable ethical and intellectual framework for promoting sustainability among scientific majors in Libyan higher education. Recommendations include curriculum enhancement, interdisciplinary collaboration, and the development of institutional regulations to support sustainability initiatives.

Scientific Reconstruction of Local Wisdom for Contextual Chemistry Education: An Ethnographic Study on Peuyeum Ketan, Jamasan Keris, and Traditional Roof Tiles Anugrah, Indah Rizki; Nurjannah, Laita; Maulidiningsih, Maulidiningsih; Baroud, Najah
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 1 (2026): January 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i1.7670

This study integrates local wisdom as a basis for developing contextual chemistry education in the Ciayumajakuning region, Indonesia. Using the Model of Educational Reconstruction (MER) as its theoretical framework and an ethnographic approach to deeply explore cultural values, the research aims to identify potential local wisdom practices and map the scientific structure embedded within them. Through surveys, direct observations, interviews, and literature reviews, three local wisdom contexts—peuyeum ketan, jamasan keris, and the production of traditional Majalengka roof tiles—were identified and analyzed. The findings reveal that each context encompasses fundamental chemical concepts such as fermentation reactions, redox processes, thermochemistry, kinetics, and atomic and mineral structure. In-depth analysis uncovers a close interrelationship between cultural practices and chemical principles, thereby opening opportunities for the development of teaching materials and instructional models that are not only scientifically accurate but also culturally relevant. These results are expected to enhance students' interest in and understanding of chemistry through a meaningful contextual approach.

Environmental Legal Protection Regulation through a Judicial Process Based on Legal Certainty and Anti-SLAPP Principles Istislam; Rif’an, Moch.; Kasanah, Nilam Ayu; Tinambunan, Hezron Sabar Rotua; Baroud, Najah
Jurnal Suara Hukum Vol. 8 No. 1 (2026): Jurnal Suara Hukum
Publisher : Universitas Negeri Surabaya

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

Indonesia, endowed with abundant natural resources, continues to face persistent environmental challenges, including pollution, land degradation, and the depletion of ecological assets. Although the legal framework, primarily Law Number 32 of 2009 on Environmental Protection and Management (UUPPLH) and its amendment under Law Number 32 of 2024, provides a normative basis for environmental governance, environmental defenders who advocate for ecological protection remain vulnerable to criminalization through Strategic Lawsuits Against Public Participation (SLAPP). This phenomenon persists despite the existence of statutory safeguards within UUPPLH, indicating the absence of a clear, coherent, and enforceable Anti-SLAPP framework in Indonesia’s positive law and reflecting insufficient governmental commitment to preventing the misuse of legal instruments to silence public participation. This study employs a normative legal research method to analyze the norms, principles, and values that underlie the protection of environmental defenders, examine the conceptual construction of Anti-SLAPP principles, and identify systemic weaknesses that allow judicial practices inconsistent with those principles to occur. The findings demonstrate an urgent need to establish adaptive and binding legal regulations through more humanistic mechanisms, along with comprehensive policy reforms within law enforcement, to ensure practical, responsive, and rights-based protection that strengthens environmental justice and democratic participation.

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