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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia Iseedu: Journal of Islamic Educational Thoughts and Practices
Amanina, Nilna
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Religion Education Other

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Upaya Guru PAI dalam Meningkatkan Evaluasi Ranah Afektif pada Siswa SMP N 12 Surakarta Azzahroh, Husna Syifa; Nadifa, Haya Ula; Rochmah, Arfayza Maulia; Amanina, Nilna; Inayati, Nurul Latifatul
TSAQOFAH Vol 5 No 1 (2025): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i1.4596

Abstract

Islamic Religious Education aims to create learners who are moral and God-fearing. To measure the achievement of the objectives of Islamic religious education needs an evaluation process. The evaluation process consists of 3 domains, namely Cognitive, Affective, and psychomotor. However, this affective realm often reaps gaps, even though the evaluation of this affective realm is quite important to support the achievement of the goals of Islamic Religious Education. The method used in this study is a qualitative approach that is used to determine or describe the reality of the events examined so as to facilitate obtaining objective data. In this study, data collection was carried out by triangulation, which is a combination of interview techniques, observation, and documentation that makes one of the PAI teachers at SMPN 12 Surakarta as an object of research. Exploration of several new method innovations to succeed the evaluation of Pai learning from the affective sphere. These innovations were initiated by Pai teachers at SMPN 12 Surakarta because they had experienced obstacles and difficulties in using the previous evaluation method. The innovation of the PAI affective learning evaluation method in SMPN 12 Surakarta has so far run smoothly and is quite effective to measure the achievement of Pai learning. The learning evaluation process in SMPN 12 Surakarta emphasizes the importance of the role of teachers as evaluators to ensure the success of education, especially PAI. This evaluation not only focuses on academic values, but also includes affective domains such as attitudes, morals and adherence to religious teachings. SMPN 12 Surakarta not only measures the final result by scoring but also forms morals to Allah SWT as a reference in achieving holistic PAI goals.
Transforming Muslim Family Education: The Potential of AI and Digital Platforms for Empowerment Amanina, Nilna; Salim, Hakimuddin
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol. 9 No. 1 (2025): Vol 9, No1(2025): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v9i1.10834

Abstract

The Muslim family is the smallest unit in society that has an important role in shaping the character of children through the application of Islamic values for happiness in this world and in the hereafter.  Family Development begins with the formation of the personality of each family member, especially in childhood, which is a golden period in the formation of character. In the digital age, the emergence of artificial intelligence and various online platforms have changed the pattern of Islamic education in families, while presenting new opportunities and challenges for Muslim parents. The purpose of this study is to analyze the potential and challenges of utilizing AI and digital platforms in empowering Muslim families in educating children in accordance and how parents can face challenges in the digital era to shape the character of children in accordance with Islamic values. This research uses qualitative methods of literature studies, by collecting and analyzing data from books, scientific journals, and digital sources relevant to AI-based learning and Islamic Family Education. The results show that AI and digital platforms have the potential to improve the formation of children's Islamic character through interactive and visual learning experiences that support moral and spiritual development. However, the study also highlights the existence of ethical risks such as exposure to inappropriate content, as well as excessive dependence on technology that can weaken the immediate moral role of parents. Compared to traditional Islamic educational methods such as example, advice, and habituation. Digital Learning offers flexibility and accessibility, but it lacks in emotional depth and spiritual experience.
Co-Authors Azzahroh, Husna Syifa Inayati, Nurul Latifatul Nadifa, Haya Ula Rochmah, Arfayza Maulia Salim, Hakimuddin