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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam International Journal of Nusantara Islam Jurnal Ilmu Sosial dan Ilmu Politik (JISIP) Jurnal Pendidikan Biologi Indonesia Jurnal PAI Raden Fatah Cendekiawan Journal of English Language and Culture Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Mimbar Agama Budaya LINGUAMEDIA Journal Fikrah: Jurnal Ilmu Aqidah dan Studi Keagamaan Jurnal Penelitian Agama Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) At-Tarbawi: Jurnal Kajian Kependidikan Islam LECTURES: Journal of Islamic and Education Studies Indonesian Research Journal on Education Journal of Islamic Studies and Education Journal of Economic, Religious, and Entrepreneurship (JoERE) EDUCARE: Journal of Primary Education Al'Adalah International Journal of Nusantara Islam Indonesian Journal of Islamic Literature and Muslim Society International Journal of Religious and Interdisciplinary Studies Journal Pesona Indonesia Proceeding of the International Conference on Global Education and Learning International Journal of Science and Society (IJSS) An-Nisa’ Journal of Gender Studies
Muhammad Kashif Majeed
International Islamic University Malaysia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Digital Literacy and ICT Self-Efficacy as Determinants of Teachers’ Functional Skills in Islamic Secondary Schools in Pakistan Chaudhary, Muhammad Kashif Majeed; Tunku Badariah Ahamad; Aizat Bin Shamsuddin
Indonesian Journal of Islamic Literature and Muslim Society Vol. 10 No. 2 (2025)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/islimus.v10i2.13009

Abstract

This study investigates the relationship between digital literacy competence and ICT self-efficacy in shaping functional skills among students in Islamic secondary schools. As digital technologies become increasingly embedded in educational practices, disparities in technological engagement highlight the need to understand how digital competencies influence students’ problem-solving, critical thinking, and descriptive abilities. Employing a quantitative approach, data were collected through structured questionnaires administered to teachers and students in Islamic secondary schools. Statistical analyses, including correlation and moderation tests, were conducted to examine the interrelationships between digital literacy, ICT self-efficacy, and functional skills, as well as to explore potential gender-based differences in technological knowledge and confidence. The findings indicate that higher levels of digital literacy are positively associated with stronger ICT self-efficacy and enhanced functional skills. Gender-based analysis suggests variations in digital confidence and technology use patterns. These results underscore the importance of strengthening digital literacy and self-efficacy to support skill development in faith-based educational settings. The study contributes to educational technology discourse by highlighting the role of digital competence in fostering functional skills and informing more inclusive and effective technology integration strategies in secondary education.
Influence of Digital Competencies and AI Usage in Enhancing Teachers’ Instructional Effectiveness in Southern Pakistan Majeed, Muhammad Kashif; Badariah Ahmad, Tunku
Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 15 No. 1 (2026): Januari 2026
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jmpmipa.v15i1.48319

Abstract

This study investigates how digital competencies and the use of Artificial Intelligence (AI) influence the instructional effectiveness of secondary school teachers in Southern Pakistan. A quantitative research approach was employed, collecting data from 440 teachers selected through purposive sampling across four tehsils in Kot Addu District. Structured questionnaires measured digital competencies, AI usage, and teacher effectiveness, and the data were analyzed using SPSS v27 with descriptive statistics, regression analysis, t-tests, and ANOVA. Results indicate that while digital competencies alone did not produce a statistically significant independent effect (p = 0.051), AI usage had a strong positive impact on teaching outcomes (p = 0.000). The combination of digital competencies and AI integration significantly improved instructional effectiveness (p = 0.024), classroom management, and student engagement. Descriptive analysis showed above-average confidence in AI and digital tools, with variations across tehsils and genders. Reliability and validity tests (Cronbach’s alpha > 0.87, Pearson correlation > 0.189) confirmed the robustness of the findings. Based on these results, the study recommends AI-focused teacher training programs, integration of digital tools into lesson planning, provision of equitable access to technology, and regular professional development. Policymakers are advised to strengthen digital infrastructure, promote AI literacy, and support lifelong learning to enhance teacher effectiveness and advance 21st-century education in Southern Pakistan.
ENHANCING TEACHERS’ FUNCTIONAL SKILLS THROUGH ENGLISH LANGUAGE AND CULTURAL EXPOSURE USING AI AND DIGITAL INFORMAL LEARNING IN SOUTHERN, PAKISTAN Majeed, Muhammad Kashif; Ahmad, Tunku Badariah Binti
Journal of English Language and Culture Vol 16, No 1 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v16i1.8784

Abstract

In the digital age, educators must continuously adapt their functional skills to meet evolving classroom and communication demands. English language proficiency and cultural understanding are increasingly essential for teachers in multilingual and multicultural environments. Artificial Intelligence (AI) and digital informal learning have emerged as innovative tools to support this development, especially in underserved educational settings.Despite growing interest in AI in education, limited studies focus on how AI and informal digital platforms collectively contribute to English language acquisition, cultural awareness, and overall functional skills development among teachers, particularly in Islamic secondary schools in Southern Pakistan.The study is a quantitative experiment which examines how AI tools can help to improve the knowledge of English language, how digital informal learning leads to cultural awareness and how both can contribute to the development of functional skills wielded by teachers. The representative selection of 450 teachers in the Islamic secondary schools was chosen subserviently. An analysis of such data was undertaken by means of a structured questionnaire and SPSS (2021) using descriptive statistics and independent sample t-tests. The results demonstrate that AI-based tools are extremely helpful regarding the learning of the English language, and informal digital platforms increase the level of intercultural sensitivity in teachers. These are combined to have a positive contribution in the development of key functional skills like communication, critical thinking and problem solving. The research promotes changes to the education policy that should embrace AI and digital resources within the teacher development plans. It offers critical information to policymakers, educational leaders, and developers of EdTech who would wish to enable linguistically and culturally diverse areas teachers.
Transforming kitab kuning literacy in the digital era: Challenges and future prospects for Islamic education Sani, Azwar; Majeed, Muhammad Kashif
Al'Adalah Vol. 28 No. 1 (2025)
Publisher : UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/aladalah.v28i1.397

Abstract

Digital transformation has confronted Indonesian Islamic boarding school (pesantren) with the need to redefine traditional Islamic textbook literacy (kitab kuning), marking a critical point in contemporary Islamic education. Although previous studies have addressed institutional and curriculum modernisation, research mapping how these changes reconfigure kitab kuning literacy as a holistic epistemic practice remains limited. Through an integrative literature review, this article synthesises discourse on pesantren modernisation, digital pedagogy, and critical literacy. The findings reveal the transformation of kitab kuning literacy as a three-dimensional construct: (1) traditional literacy (preserving textual authority); (2) digital literacy (enabling access and hybrid learning); and (3) critical literacy (fostering evaluative reasoning in the post-truth era). The main challenge lies in the structural dilemma between expanding access and safeguarding ethical-epistemic integrity, alongside institutional responses ranging from cautious adoption to selective integration. The prospects of Islamic education depend on developing a supporting institutional ecosystem, including governance, dialogic pedagogy, and a selective institutional culture, capable of operationalising this trilogy of literacy sustainably. This article formulates strategic implications for curriculum redesign, teacher training, and digital governance that preserve the knowledge transmission (sanad) tradition while strengthening critical-digital competencies.
The effect of scaffolding inquiry-based STEM on problem-solving skills and creativity of prospective biology teacher students Dita Purwinda Anggrella; Ahmad Kamal Sudrajat; Rahmania Pamungkas; Muhammad Kashif Majeed; Mohsin Rafique
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.43817

Abstract

Background: Inquiry-based Biology learning requires adequate pedagogical support to foster the development of problem-solving skills and creativity among pre-service teachers. However, in the absence of structured guidance, students often experience difficulties in carrying out scientific inquiry processes. Integrating scaffolding within a STEM framework offers a promising approach to support more systematic and interdisciplinary learning. Objectives: This study aimed to examine the implementation of Scaffolding Inquiry-Based STEM and its association with students’ problem-solving skills and creativity in a Microbiology course. Methods: A mixed-methods approach with an embedded design was employed. The quantitative component used a one-group pretest–posttest design involving 15 students (n = 15), while qualitative data were collected through observations, interviews, and documentation to enrich the interpretation of the findings. Results: The results indicate improvements in problem-solving skills, particularly in problem identification, strategy application, reasoning, and evaluation. In addition, students’ creativity showed enhancement across multiple dimensions, including curiosity, fluency, originality, flexibility, elaboration, and risk-taking. Conclusion: These findings suggest that Scaffolding Inquiry-Based STEM is associated with the development of key 21st-century competencies among pre-service biology teachers. However, the absence of a control group limits the extent to which causal inferences can be drawn. Despite this limitation, the approach demonstrates potential for fostering more structured and meaningful Biology learning in higher education contexts.
Empowering female teachers through digital competence and AI integration to improve teaching effectiveness in Islamic Schools in Southern Pakistan Majeed, Muhammad Kashif; Ahmad, Tunku Badariah; Shamsuddin, Aizat Bin
An-Nisa' Journal of Gender Studies  Vol. 18 No. 2 (2025): An-Nisa' Journal of Gender Studies
Publisher : Institute for Research and Community Service, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/annisa.v18i2.395

Abstract

Female teachers in Islamic schools in Southern Punjab, Pakistan face unequal digital access, minimal Artificial Intelligence (AI) integration, and stark variations in digital competence. These conditions undermine teaching effectiveness and professional empowerment, with extreme regional disparities that cannot be ignored. This study analyzes regional differences in digital technology utilization, AI adoption, and informal digital learning, as well as how variations in access, digital competency, and institutional support influence teaching effectiveness among female teachers in Islamic secondary schools. Using a quantitative approach, the study examined the effects of digital competency, AI use, and informal digital learning on teaching effectiveness with 450 valid and reliable respondents, employing multiple regression analysis. The findings indicate that the empowerment of female teachers in Southern Pakistan varies across districts. First, female teachers’ contributions to instructional tasks differ regionally. Second, workload distribution and technology adoption also vary. Third, female teachers demonstrate strong digital competence and actively engage in informal learning; however, technology adoption is influenced by regional contexts. The study concludes that the empowerment of female teachers through digital competence and AI in Southern Pakistan is shaped by regional contexts. Variations in contributions across districts indicate a dependence on local ecosystems and adaptive capacity, rather than merely access to technology. This study contributes to highlighting the importance of institutional support, revealing structural inequalities, and emphasizing the role of informal learning over AI adoption in empowering female teachers.
Worship Place and Delegitimization of Muslim Minorities in Indonesia: Insights from Indonesia Hafidz, Hafidz; Karim, Abdul; Muhaimin, Muhaimin; Majeed, Muhammad Kashif
FIKRAH Vol 13, No 2 (2025): December 2025
Publisher : Prodi Aqidah dan Filsafat Islam, Fakultas Ushuluddin, Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/fikrah.v13i2.31379

Abstract

The phenomenon of delegitimization of minority Muslims has become a problem in religious life in Indonesia. Violence, intimidation and division are commonplace. This phenomenon will be seen from the point of view of analytic philosophy. This article aims to examine the chronology of the destruction of places of worship, the main causes of destruction, the inner experiences of the victims, and the pattern of conflict resolution that has been implemented. This article uses Wittgenstein's theory of truth claims, religious exclusivism, and language games. This study analyzes the roots of conflict, the mechanisms of delegitimization, and its impact on social cohesion. This study shows that the conflicts experienced by the Indonesia Institute of Islamic Dawah (LDII) are not solely triggered by doctrinal differences, but are the result of interactions between minority exclusivism, the claims of the majority's truth, social delegitimization, and the failure of inclusive dialogue. The accusation of heresy reflects the struggle for interpretive authority within the Muslim community. With Wittgenstein's framework of language games, differences in teachings are understood as expressions of different ways of life so that they cannot be the basis for misdirection. Therefore, conflict resolution demands an egalitarian dialogue that recognizes the plurality of religious experience and rejects claims of a single truth.
The Influence of Digital Competencies and AI Integration on Islamic Teachers’ Functional Skills in Southern Pakistan Muhammad Kashif Majeed; Sumera Irfan; Desfa Yusmaliana; Tunku Badariah Ahmad; Aizat Bin Shamsuddin
CENDEKIAWAN Vol 8 No 1 (2026): Cendekiawan
Publisher : Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/cendekiawan.v8i1.735

Abstract

This study investigates digital competencies and their interfacing with AI in the Islamic secondary schools of Southern Pakistan and its impact on teachers’ functional skills. Integration of artificial intelligence and digital skills into the education process can set an important agenda on questions related to teacher performance, technology skill development. This quantitative study analyzes 450 responses from a sample of 450 Islamic school teachers by using SPSS 22. according to study criteria. The impact of digital competencies and AI usage on functional teaching skills was evaluated by means of a multiple linear regression method. The results reveal that the use of AI tools did not make any difference in terms of communication skills as the values of their significance (0.073 > 0.05) exceeded the threshold. Nevertheless, digital competences had significant influence on all functional skills, but with a significance value of 0.000 < 0.05. The findings indicate the importance of the digital skills in contemporary education and points to the gap for AI application among rural Islamic school teachers. The contribution to this study was to help with teacher digital readiness, AI adaptation and professional skills enhancement. The insights offer recommendations for improving educational practices, technology integration policy, and teacher development programs in Southern Pakistan that will be valuable for implementing in its context.
Public Attitudes Toward Green Energy During the Russia-Ukraine War: Social Media Sentiment Analysis Suaad Yahya Mohammed Ali; Muhammad Kashif Majeed; Ismail Hussein Amzat
Jurnal Ilmu Sosial dan Ilmu Politik (JISIP) Vol 15, No 1 (2026): April
Publisher : Universitas Tribhuwana Tungga Dewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/jisip.v15i1.3949

Abstract

 The Russia-Ukraine war, beginning in February 2022, profoundly disrupted global energy markets and forced European nations to reconsider their long-standing dependence on Russian fossil fuels. This geopolitical crisis intensified public debate regarding the role of green energy in ensuring energy security and national sovereignty. This study examines public attitudes toward green energy during the first five months of the conflict through a sentiment analysis of 153,515 Facebook posts. By applying emotional intensity measurements and statistical techniques, the research identifies shifting discourse patterns across two distinct phases: Phase 1 (February–March) and Phase 2 (April–June). Findings reveal that public engagement increased substantially, with Phase 2 containing 59% more content than Phase 1. Overall sentiment shifted from slightly negative (-0.02) to positive (+0.03), characterized by a significant rise in hope and urgency alongside a marked decrease in fear. Most significantly, the framing of green energy as a tool for energy independence increased by 60%, as support grew from 21.6% to 25.9%. These results indicate that the war fundamentally reframed public discourse, positioning renewable energy as a strategic security imperative rather than a purely environmental concern. This shift presents new opportunities for accelerating energy transitions, provided that persistent concerns regarding reliability and cost are addressed.
Co-Authors Abdul Karim Agus Syukur Ahamad, Tunku Badariah Ahmad Kamal Sudrajat Ahmad, Tunku Badaraiah Binti Tunku Ahmad, Tunku Badariah Ahmad, Tunku Badariah Binti Ahmad, Tunku Badariah Binti Ahmad, Tunku Badariah Binti Tunku Aizat Bin Shamsuddin Aizat Bin Shamsuddin Ari Armadi Armadi, Ari Badariah Ahmad, Tunku Badariah Binti Tunku Ahmad Bin Shamsuddin, Aizat Derysmono Derysmono, Derysmono Desfa Yusmaliana Dewi Zulaiha Dita Purwinda Anggrella Hafidz Hafidz Irja Putra Pratama Ismail Hussein Amzat Juni Suryanadi Kardana, Heru dwi Khan, Ammar Saleem LUWIHA LUWIHA M. Ihsan Nashihin M. Nuryahman Mohsin Rafique Muhaimin Muhaimin Muhammad Ihsan Nashihin Rahmania Pamungkas, Rahmania Sani, Azwar Shamsuddin, Aizat Bin Sofyan Sofyan Suaad Yahya Mohammed Ali Sumera Irfan Syarnubi, Syarnubi Syukur, Agus Takrim, Donna Tunku Badariah Ahamad Tunku Badariah Ahmad Tunku Badariah Binti Ahmad Tunku Badariah Binti Tunku Ahmad Zuhdiyah Zuhdiyah, Zuhdiyah