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All Journal Al Marhalah International Transactions on Education Technology (ITEE)
Sadan
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Religion Humanities Control & Systems Engineering Education Social Sciences

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Harnessing Artificial Intelligence in Higher Education: Balancing Innovation and Ethical Challenges Aprianto, Ronal; Lestari, Etty Puji; Sadan; Fletcher, Eamon
International Transactions on Education Technology (ITEE) Vol. 3 No. 1 (2024): International Transactions on Education Technology (ITEE)
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/itee.v3i1.680

Abstract

The development of Artificial Intelligence (AI) in higher education has created new opportunities while presenting major challenges. This research aims to explore the impact of AI on higher education, both in terms of benefits and risks that may arise in the future. AI has opened up opportunities to personalize learning experiences, automate administrative processes, and support innovation in curriculum development, potentially improving educational effectiveness. However, there are also concerns regarding the digital divide, data privacy, ethical considerations, and the readiness of educators and institutions to deal with these technological changes. This research uses a literature review approach by analyzing current research on AI implementation in higher education institutions. It also compares case studies from several developed and developing countries to gain a broader picture of the global influence of AI in the education sector. The results show that while AI can have a positive impact in terms of more efficient learning and more effective operations, challenges in terms of equitable access and transparency must be addressed. The novelty of this research lies in the comprehensive analysis of the long-term implications of AI on higher education, as well as the strategies that institutions need to implement to maximize the benefits of AI and minimize the risks. This research makes an important contribution to education stakeholders in understanding the importance of responsible AI adoption to create an inclusive and sustainable educational environment.
STRATEGI MANAJEMEN FULL DAY SCHOOL DALAM INTERNALISASI NILAI-NILAI PENDIDIKAN AGAMA ISLAM Firdiansyah; Sadan
Almarhalah: Jurnal Pendidikan Islam Vol. 9 No. 2 (2025): Almarhalah
Publisher : LPPM Sekolah Tinggi Ilmu Tarbiyah Al Marhalah Al Ulya Bekasi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38153/t9m9gs43

Abstract

The phenomenon of increasing popularity of Integrated Islamic Schools (SIT) with the Full Day School (FDS) system reflects new demands in the world of Islamic education, especially related to the internalization of religious values in a systematic, sustainable, and integrated manner in school life. Schools with the FDS system not only function as learning institutions, but also as a forum for the formation of students' religious character. This study aims to analyze in depth the management strategies applied in FDS in order to internalize the values of Islamic religious education, especially at the junior secondary education level. The method used is a qualitative approach with a case study type. Data collection techniques include in-depth interviews with principals, teachers, and students; participatory observation of religious activities; as well as documentation of work plans and character development programs. The results of the study show that the value internalization strategy is carried out through structured planning based on core values, habituation of daily worship such as prayer and tadarus, teacher role models in attitude and behavior, integration of Islamic values in the national curriculum, and evaluation of students' character involving the role of parents. Factors supporting the success of this strategy include the commitment of the school management, a conducive religious environment, and the active participation of parents. Meanwhile, inhibiting factors include student fatigue due to long learning durations, less supportive family backgrounds, and limited teacher training in character management. This study concludes that the success of internalizing Islamic values in the FDS system is highly dependent on the quality of adaptive, collaborative, and consistent strategic management.
Co-Authors Etty Puji Lestari Firdiansyah Fletcher, Eamon Ronal Aprianto