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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 Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah 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 International Journal of Religious and Interdisciplinary Studies Proceeding of the International Conference on Global Education and Learning International Journal of Science and Society (IJSS)
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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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.
Transforming kitab kuning literacy in the digital era: Challenges and future prospects for Islamic education Azwar Sani; Muhammad Kashif Majeed
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.
Integration of Aswaja Values for Intolerance Prevention in Madrasah Ibtidaiyah: A Study of Curriculum and Teachers' Pedagogical Practices Abdul Karim; Moh. Dasuki; Zainal Abidin; Muhammad Kashif Majeed
Bidayatuna Vol 9 No 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v9i1.3929

Abstract

The phenomenon of intolerance and hate speech in Madrasah Ibtidaiyah (Islamic elementary schools) is precipitated by a deficiency in understanding of diversity, an exclusionary environment, and the deleterious influence of social media. The present study aims to analyze the integration of religious moderation values into the Aswaja (Ahlussunnah wal Jama'ah) curriculum, teachers' strategies for instilling moderation, and the impact on developing students' inclusive and reflective attitudes. A qualitative approach, employing a case study design, was utilized in this study. The data were collected through observation and interviews, analyzed using the Miles-Huberman-Saldana model, and validated through triangulation and member checks. The findings reveal that: The Aswaja curriculum has been found to comprehensively integrate the principles of tawassuth (moderation), tasamuh (tolerance), i'tidal (balance), and ukhuwah (brotherhood) into its content, objectives, and learning practices with the aim of preventing intolerance. Teachers' strategies for instilling moderation are implemented through curricular activities, such as discussions of Aswaja values, social reflection, and real-life connections. Co-curricular activities include reflective videos, simulations, and case studies. Extracurricular activities, such as joint ceremonies and IPPNu activities, round out the implementation of this strategy. The findings of this study demonstrate that Aswaja learning fosters social inclusiveness, reduces negative behaviors, develops reflective-empathic attitudes, and internalizes moderation values in students' daily lives. The study's findings indicate that the Aswaja curriculum plays a pivotal role in fostering intolerance prevention by integrating moderation values, multidimensional strategies, and the cultivation of inclusive attitudes. The efficacy of this curriculum is contingent upon the pedagogical competence of the teachers, the effectiveness of role modeling, and the implementation of reflective approaches. The present study makes a significant contribution to the field of social constructivism and transformative learning theories by offering an integrative model of curricular, co-curricular, and extracurricular learning. This model is designed to instill religious moderation, tolerance, and inclusive attitudes.
Functional skills gap: The role of artificial intelligence and teachers' digital competence in South Pakistani Islamic schools Muhammad Kashif Majeed; Tunku Badariah Ahamad
EDUCARE Journal of Primary Education Vol. 6 No. 2 (2025): EDUCARE Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i2.379

Abstract

The gap in teachers' functional skills in utilizing artificial intelligence and digital competencies remains a major issue in Islamic schools in Southern Pakistan. Gender variations show differences in technological adaptation abilities, so that AI integration has not had an equal impact on improving functional pedagogical practices. This study aims to analyze the influence of digital competence and AI use on the functional skills of Islamic school teachers in Southern Pakistan and to examine the moderating role of gender in this relationship. This quantitative research with a cross-sectional survey design involved 450 Islamic school teachers in South Punjab using a Likert scale questionnaire to analyze the relationship between digital competence, AI use, and functional skills, as well as to identify gender-based differences in technology integration. This study concludes that the integration of AI and digital competence in Islamic education in Southern Pakistan is influenced by gender factors, with female teachers being more effective at converting AI into functional teaching skills. These findings call for gender-sensitive, inclusive, and sustainable professional development policies. This research contributes by strengthening empirical evidence of the role of gender in AI integration, enriching gender-perspective organizational theory, and offering a conceptual basis for gender-sensitive professional development policies for Islamic teachers.
THE INFLUENCE OF AI USAGE AND DIGITAL INFORMAL LEARNING IN ENHANCING ISLAMIC TEACHER’S EFFECTIVENESS IN SOUTHERN PAKISTAN Muhammad Kashif Majeed
LINGUAMEDIA Journal Vol 6, No 01 (2025): LiNGUAMEDIA Journal
Publisher : Universitas 17 Agustus 1945 Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56444/lime.v6i01.6594

Abstract

At the time, when the world is going through the period of accelerated technological development, the instructional effectiveness of teachers is very important to satisfy the requirements of the modern education, especially in the context of the linguistic and culturally diverse environment. Digital informal learning and Artificial Intelligence (AI) have become the disruptive tools to help teachers enhance their teaching activities, in particular, in the under-resourced schools. Although interest in the AI-based education is increasing, few studies have examined the combination of AI tools and digital informal learning to enhance the overall effectiveness of instruction among teachers in the Islamic secondary schools of Southern Pakistan. This quantitative research question is how AI tools can enhance English language proficiency, how digital informal learning can enhance cultural awareness, and how the two can enhance the instructional effectiveness of teachers. The survey of 450 Islamic secondary school teachers was conducted with the use of a purposive sample and the survey was carried out with the help of a structured questionnaire using SPSS (2021) with descriptive statistics and independent sample t -tests. The results indicate that AI solutions can significantly improve English language proficiency that is important in effective teaching, whereas digital informal learning helps to develop cultural awareness, allowing educators to work with different learners. These tools are combined, and they have a positive influence on the effectiveness of instruction, increasing the quality of lesson delivery, student behaviour, and classroom management. The research provides the education policy recommendation to incorporate AI and digital tools in teacher training programs, which provides an insight to policymakers and education leaders and developers of EdTech to empower teachers in linguistically and culturally diverse areas.
From Chalkboard Era to Digital Literacy Era: The Effect of Audio-Visual Tools on Modern Classroom at Islamic Secondary School Teachers in District Kot Addu Muhammad Kashif Majeed; Tunku Badaraiah Binti Tunku Ahmad
Journal of Islamic Studies and Education Vol. 3 No. 2 (2025)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i1.62

Abstract

The integration of audio-visual tools in modern classrooms has revolutionized traditional teaching methodologies, shifting from conventional chalkboard techniques to multimedia-based instruction. This study examines the impact of multimedia projectors on teaching effectiveness, student engagement, and learning outcomes compared to traditional methods. Utilizing a quantitative research design, data was collected from 500 secondary school teachers in District Kot Addu, South Pakistan, through a structured questionnaire. The analysis was conducted based on respondents' demographic characteristics to ensure a comprehensive evaluation. The findings reveal that multimedia projectors significantly enhance student engagement, comprehension, and retention of information. Teachers reported that the dynamic nature of audio-visual tools fosters an interactive learning environment, making complex concepts more accessible. However, the study also highlights challenges such as technical limitations, lack of training, and resistance to change, which hinder the seamless integration of these tools. Despite these obstacles, the research underscores the necessity of digital literacy in contemporary education, emphasizing the need for professional development programs to equip teachers with the necessary skills. Based on the findings, the study recommends targeted teacher training programs, improved access to multimedia resources, and strategic policy interventions to facilitate the adoption of technology in classrooms. By addressing these challenges, educational institutions can leverage audio-visual tools to create more engaging and effective learning experiences. This research contributes to the ongoing discourse on educational technology and provides insights for policymakers, educators, and institutions aiming to enhance teaching practices in the digital era.
The Role of ChatGPT and Generative AI in Shaping the Future of Islamic Teachers’ Pedagogy in Southern Pakistan Muhammad Kashif Majeed
Journal of Islamic Studies and Education Vol. 4 No. 1 (2025)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i1.82

Abstract

Generative AI tools like ChatGPT are reshaping education, yet their use in rural and religious contexts remains limited. Guided by the TPACK and Diffusion of Innovation frameworks, this quantitative study examines AI adoption and its pedagogical impact among 440 Islamic secondary school teachers in Kot Addu, Southern Pakistan. Using questionnaire data analyzed with SPSS, the study finds moderate AI adoption that supports instructional innovation and teacher–student engagement, with male teachers showing slightly higher confidence and usage than females. Despite positive effects, challenges include self-reported data bias, limited infrastructure, and cultural concerns. The findings underscore the need for targeted teacher training, culturally sensitive policies, and institutional support, while future research should explore qualitative insights and long-term educational impacts.
Co-Authors Abdul Karim Abdul Karim Agus Syukur Ahmad Kamal Sudrajat Ahmad, Tunku Badariah Ahmad, Tunku Badariah Binti Ahmad, Tunku Badariah Binti Ahmad, Tunku Badariah Binti Tunku Aizat Bin Shamsuddin Ari Armadi Armadi, Ari Azwar Sani 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 Moh. Dasuki Mohsin Rafique Muhaimin Muhaimin Muhammad Ihsan Nashihin Rahmania Pamungkas, Rahmania Sofyan Sofyan Suaad Yahya Mohammed Ali Sumera Irfan Syarnubi, Syarnubi Syukur, Agus Takrim, Donna Tunku Badaraiah Binti Tunku Ahmad Tunku Badariah Ahamad Tunku Badariah Ahmad Tunku Badariah Binti Ahmad Tunku Badariah Binti Tunku Ahmad Zainal Abidin Zuhdiyah Zuhdiyah, Zuhdiyah