Article Per Year (5 Year)
p-Index From 2021 - 2026
2.316
P-Index
This Author published in this journals
All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam International Journal of Nusantara Islam Jurnal Ilmu Sosial dan Ilmu Politik (JISIP) Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Mimbar Agama Budaya LINGUAMEDIA Journal Jurnal Penelitian Agama At-Tarbawi: Jurnal Kajian Kependidikan Islam 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 Journal Pesona Indonesia
Majeed, Muhammad Kashif
Unknown Affiliation
Religion 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 Social Sciences Other

Published : 17 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 17 Documents
Search

 1   2 
Exploring Gender-Based Variations in Functional Skill Development: Influence of AI Usage and Digital Competencies Among Islamic teacher’s in southern Pakistan Majeed, Muhammad Kashif; Ahmad, Tunku Badariah Binti
Indonesian Research Journal on Education Vol. 5 No. 3 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i3.2681

Abstract

Penelitian ini melihat bagaimana guru sekolah menengah di Pakistan Selatan melakukan fungsi yang berbeda tergantung pada jenis kelamin mereka dan pengaruhnya terhadap penggunaan AI dan keterampilan digital mereka. Sekarang alat digital banyak digunakan dalam pendidikan, menyoroti perbedaan antara pendidik laki-laki dan perempuan membantu memastikan laki-laki dan perempuan tumbuh secara profesional pada tingkat yang sama. Para sarjana belum menyelidiki bagaimana gender memengaruhi AI dan integrasi keterampilan digital di sekolah-sekolah Islam. Saya berangkat untuk: (1) mencari tahu apakah ada perbedaan keterampilan fungsional antara guru Islam laki-laki dan perempuan; (2) menilai bagaimana AI memengaruhi pengembangan keterampilan fungsional di seluruh pria dan wanita; dan (3) menganalisis apakah kompetensi digital berperan dalam membentuk korelasi ini. Para peneliti menggunakan metode kuantitatif dan menyampaikan kuesioner yang telah terstruktur sebelumnya kepada guru-guru di sekolah menengah Islam di wilayah selatan Pakistan. SPSS 22 digunakan untuk analisis data dengan menerapkan statistik deskriptif, korelasi dan regresi berganda. Para peneliti menemukan bahwa pria berkinerja sedikit lebih baik dalam tugas-tugas terkait teknologi, sementara wanita paling banyak menggunakan AI saat mengajar. Selain itu, hubungan antara penggunaan AI di sekolah dan peningkatan keterampilan fungsional terutama dipengaruhi oleh kompetensi digital (p < 0,05). Studi ini menunjukkan bahwa kebijakan dan program pelatihan yang efektif untuk kesetaraan gender mendorong guru untuk meningkatkan penggunaan AI dan teknologi digital mereka. Berdasarkan temuan tersebut, pendidik di sekolah Islam dapat meningkatkan pelatihan guru dan mengurangi perbedaan keterampilan digital antar sekolah.
The Role of Chatgpt and Generative Artificial Intelligence in Shaping the Future of Islamic Teacher's Effectiveness in Southern Pakistan Majeed, Muhammad Kashif; Ahmad, Tunku Badariah
Jurnal Penelitian Agama Vol. 26 No. 2 (2025)
Publisher : LPPM UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jpa.v26i2.2025.pp153-177

Abstract

A Generative Artificial Intelligence (AI) technology like ChatGPT is becoming an effective asset in changing how people worldwide study in the new age of the fast-paced technological revolution. Nevertheless, its translation to pedagogy in rural and religious settings is poorly investigated. This paper examines the use of ChatGPT and generative AI to improve teacher effectiveness in secondary schools in the region of Southern Pakistan and on gender-based analyses. Even though the concept of AI-based education has become an item of interest to the entire world, there is a significant research gap in the application of AI in the classroom, the preparedness of the instructional staff, and gender disparities in under-resourced education settings in, such as Kot Addu. This will be determined by research that seeks to (1) establish the level of ChatGPT and AI adoption among teachers in Islamic secondary schools, (2) how generative AI is affecting teacher effectiveness, lesson planning, and student interaction, and (3) the differences in the perceptions and application of these tools by male or female teachers. A structured questionnaire was further used in a quantitative method of research administered to a group of 440 Islamic secondary school teachers in the Kot Addu District. The analysis of the data was performed using the SPSS 2021, where descriptive statistics, t-test, and correlation analysis were used. The most significant results demonstrate average rates of AI integration, which positively impact instructional innovation and teacher-student interaction. It's interesting to note that there were gender differences, with male teachers using the generative AI tools more actively and with a little more confidence than their female counterparts. In order to empower all educators, the research article highlights the necessity of inclusive digital policies and targeted training activities. These findings have practical ramifications for education executives and policymakers who wish to bridge the digital divide in the context of Islamic education in southern Pakistan.
The Role of ChatGPT and Generative AI in Shaping the Future of Islamic Teachers’ Pedagogy in Southern Pakistan Majeed, Muhammad Kashif
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.
Functional skills gap: The role of artificial intelligence and teachers' digital competence in South Pakistani Islamic schools Majeed, Muhammad Kashif; Ahamad, Tunku Badariah
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.
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.
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.
Public Attitudes Toward Green Energy During the Russia-Ukraine War: Social Media Sentiment Analysis Ali, Suaad Yahya Mohammed; Majeed, Muhammad Kashif; Amzat, Ismail Hussein
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 Ahamad, Tunku Badariah Ahmad, Tunku Badaraiah Binti Tunku Ahmad, Tunku Badariah Ahmad, Tunku Badariah Binti Ahmad, Tunku Badariah Binti Tunku Ali, Suaad Yahya Mohammed Amzat, Ismail Hussein Armadi, Ari Badariah Ahmad, Tunku Derysmono, Derysmono Dewi Zulaiha Juni Suryanadi Kardana, Heru dwi Khan, Ammar Saleem LUWIHA LUWIHA M. Nuryahman Muhammad Ihsan Nashihin Sani, Azwar Syukur, Agus