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All Journal Jurnal Al-Ijtimaiyyah Akademika : Jurnal Keagamaan dan Pendidikan Journal of Educational Management Research Global Education Journal Social Science Academic Proceeding Of International Conference On Education, Society And Humanity
Fuady, Ahmad Silmul
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PESANTREN TRANSFORMED IN THE AGE OF SOCIETY 5.0: DEVELOPING MULTICULTURAL-BASED ISLAMIC RELIGIOUS EDUCATION LEARNING Fuady, Ahmad Silmul
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 1, No 1 (2023): First International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

Pesantren is a traditional Islamic educational institution in Indonesia that has made significant contributions to the field of education. However, in the era of Society 5.0, Islamic boarding schools face challenges that require the development of more adaptive and inclusive learning methods. One such method is multicultural-based Islamic religious education. This research aims to analyze how pesantren has been transformed to meet the demands of Society 5.0 and how it has developed multicultural-based Islamic religious education as a learning method. The results show that the pesantren has undergone changes in various aspects, including its learning methods. Pesantren has started to incorporate multicultural-based Islamic religious education to face these challenges. This type of education can help students understand the universal values of Islam and the local cultural values of the surrounding community, increasing tolerance and strengthening their Islamic identity. However, there are still challenges to developing these learning methods, such as a lack of resources and awareness of the importance of multicultural education. The research aims to contribute to the development of multicultural-based Islamic religious education in pesantren , strengthening its role in Society 5.0 and creating a more inclusive educational institution.
RECONSTRUCTING THE PHILOSOPHY OF ISLAMIC ECO-SOCIAL ENTREPRENEURSHIP: PESANTREN-BASED COASTAL DEVELOPMENT AS A PARADIGM OF ETHICAL TRANSFORMATION Suyono, Suyono; Fathurrohman, Fathurrohman; Fuady, Ahmad Silmul; Huda, Miftachul
Jurnal Al-Ijtimaiyyah Vol. 12 No. 1 (2026)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/al-ijtimaiyyah.v12i1.34347

Abstract

The structural paradox of coastal poverty in Muslim-majority communities lies in abundant marine resources alongside economic marginalization and environmental degradation. While Islamic institutions have historically contributed to social welfare, their role in contemporary sustainability discourse remains underexplored. This study examines pesantren-based coastal development as a model of ethical transformation to reconstruct the philosophical foundations of Islamic eco-social entrepreneurship. Using a thematic and interpretative analysis, the findings reveal that pesantren function as socio-economic catalysts beyond their religious roles. Santri-led enterprises diversify livelihoods, reduce reliance on exploitative middlemen, and promote environmentally responsible practices such as sustainable fishing and waste management. Triangulated data indicate a shift from exploitative to conservation-oriented behavior. The model is grounded in three dimensions: khilafah (ecological stewardship), integration of religious knowledge and skills, and commitment to maslahah and mizan. This integrative approach positions pesantren as ethical-economic actors, redefining poverty alleviation as moral-ecological reconstruction within a sustainable Islamic development paradigm.
Designing an Adaptive Instructional Architecture for Islamic Education: A Theoretical Approach to Cognitive Personalization Fuady, Ahmad Silmul; Silmiyah, Suci; Agustin, Reza Aulia; Bahri, Nurul Shofiah Al; Bahri, Nurul Syarifatul
Social Science Academic Vol. 3 No. 2 (2025)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

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The growing recognition of cognitive diversity in contemporary education has exposed the inadequacy of rigid instructional media within Islamic learning environments, where standardized delivery often fails to accommodate variations in learners’ comprehension patterns, reflective capacities, and digital literacy competencies. Responding to this challenge, this study conceptualizes an adaptive instructional architecture designed to personalize Islamic educational experiences through cognitively responsive learning pathways. Utilizing a conceptual design framework, the study synthesizes Cognitive Load Theory, adaptive learning principles, and classical Islamic pedagogical traditions to construct a theoretically grounded model capable of aligning instructional delivery with individual learner profiles. The analysis yields a three-layered architecture comprising a Diagnostic Layer for identifying cognitive characteristics, a Logic Layer for determining adaptive instructional decisions, and a Content Adaptation Layer for dynamically restructuring learning materials according to learner needs and epistemological contexts. The architecture facilitates more meaningful engagement with Islamic knowledge by reducing cognitive friction while strengthening reflective learning and ethical reasoning. Ultimately, this blueprint suggests a paradigm shift in Islamic educational technology by positioning AI-driven personalization as a form of digital Ijtihad capable of transforming student-media interaction into a more adaptive, reflective, and intellectually resonant educational process.
Gamified Learning: Comparative Analysis of Quizizz vs. Manual Methods on Enhancing Students' Long-Term Memory Retention Fuady, Ahmad Silmul; Rizky, Faid Widyawan Ainur; Yonan, Patra; Rokib, Muhammad; Yusup, Ahmad
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1548

Abstract

Rapid expansion of digital pedagogy has intensified scholarly concern regarding the persistence of long-term memory retention within increasingly technology-mediated learning environments, particularly as conventional paper-based assessments continue to demonstrate vulnerability to accelerated cognitive decay associated with the forgetting curve. This investigation explores the comparative effectiveness of Quizizz and manual assessment methods in strengthening longitudinal mnemonic retention among secondary-level learners. Employing a quasi-experimental nonequivalent control group design, the study involved 64 participants divided into experimental and control cohorts across a four-week instructional intervention, followed by a 14-day delayed post-test interval to measure sustained recall stability. Empirical data reveal statistically significant differences between groups during both immediate and delayed retention assessments, with the experimental cohort demonstrating superior delayed recall performance (t(62) = 8.14, p < 0.001) and achieving a 93.38% retention rate compared to 84.13% within the manual cohort. The findings elucidate how interactive retrieval cycles, immediate feedback systems, and competitive engagement structures facilitate stronger cognitive consolidation and mitigate memory deterioration over time. The study ultimately underscores the necessity of reconfiguring assessment practices from static measurement procedures into digitally responsive reinforcement mechanisms capable of sustaining durable intellectual retention within contemporary instructional design frameworks.
The Effectiveness of Prompt Engineering in Islamic Education: Analyzing AI as a Cognitive Partner to Enhance Digital Literacy Fuady, Ahmad Silmul; Wahyuni , Maulida; Amaliyah, Khoiriyatul; Rusydah, Arini; AM, Ratna Puspita
Journal of Educational Management Research Vol. 4 No. 3 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i3.2095

Abstract

This study aims to examine the role of prompt engineering in fostering digital literacy and reflective theological inquiry within Islamic education by positioning AI as a cognitive partner rather than a passive tool. Employing a qualitative literature study design, the research analysed scholarly sources using an interactive framework consisting of data condensation, data display, and conclusion drawing. The findings indicate that structured prompting strategies, including Zero-shot, Few-shot, and Chain-of-Thought approaches, enhance students’ interpretive reasoning, ethical verification, and dialogical engagement, aligning with the principles of Tafakkur and Tabayyun. Prompt engineering functions as intellectual scaffolding, transforming AI interactions into reflective inquiry and promoting higher-order thinking skills in religious learning contexts. These results suggest that AI-assisted learning, guided by thoughtful prompting, supports the cultivation of Ijtihad Digital, ethical discernment, and responsible human-AI collaboration. The study highlights the pedagogical potential of integrating AI through prompt engineering to advance contemporary Islamic education practices, reinforcing critical thinking and digital competence.
Implementation of Digital Media In Islamic Religious Education Learning In The Modern Era Zakkiyah, Ulfatuz; Tanzil, Ahmad Rofiqi; Fuady, Ahmad Silmul; Romlah, Sitti
Akademika : Jurnal Keagamaan dan Pendidikan Vol. 21 No. 2 (2025): Akademika: Jurnal Keagamaan dan Pendidikan | December 2025
Publisher : IAIN Datuk Laksemana Bengkalis, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56633/jkp.v21i2.1339

Abstract

The advancement of digital technology has brought significant transformation to the field of education, including the teaching and learning of Islamic Religious Education (IRE). This study aims to analyze the implementation of digital media in IRE learning in the modern era, focusing on its forms of application, roles, and impact on learning quality. The research employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data analysis is conducted using domain analysis to obtain a comprehensive understanding of digital media usage practices. The findings indicate that digital media such as digital presentations, instructional videos, digital based learning materials, and Learning Management System (LMS) platforms play a crucial role in enhancing students’ motivation, comprehension, and engagement. Digital media enables IRE content to be delivered in a more contextual, interactive, and personalized manner, making the learning process more flexible and adaptive. However, successful implementation requires adequate digital literacy among teachers and students, the availability of technological infrastructure, and proper content supervision to ensure alignment with Islamic values. When managed effectively, digital media serves as a catalyst for transforming IRE learning, supporting the development of students’ knowledge, attitudes, and noble character.
Neuroeducation-Based Ice Breaking: A Conceptual Framework for Improving Self-Efficacy in Hybrid Learning Environments Fuady, Ahmad Silmul; Andriansyah, Andriansyah; Munawwar, Aqil; Rosit, Abdul; Ismail, M.
Social Science Academic Vol. 3 No. 2 (2025)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.9679

Abstract

Hybrid learning environments intensify cognitive fragmentation, emotional fatigue, and psychological disconnection by forcing learners to navigate simultaneous digital and physical interaction systems that frequently overload attentional capacity and weaken academic confidence. Such conditions expose a critical gap in contemporary pedagogy, where instructional engagement strategies often ignore the neurobiological mechanisms shaping learner readiness and self-efficacy. This article synthesizes neuroeducation and educational psychology to propose a novel conceptual framework termed the Neuro-Flow Mechanism, designed to explain how neuroeducation-based ice breaking regulates emotional and cognitive states within hybrid classrooms. Employing an integrative literature review approach, the study bridges neuroscientific perspectives on cortisol modulation, dopaminergic activation, oxytocin-mediated social bonding, and prefrontal cortex stabilization with Bandura’s four pillars of self-efficacy: mastery experiences, vicarious experiences, social persuasion, and physiological-emotional states. The analysis demonstrates that strategically designed cognitive priming activities recalibrate emotional safety, reduce split-attention overload, strengthen collaborative trust, and sustain working memory readiness before complex instruction begins. The framework redefines ice breaking from a recreational classroom ritual into a biologically functional pedagogical mechanism capable of constructing brain-safe hybrid learning ecosystems that sustain engagement, resilience, and long-term academic self-efficacy.
Co-Authors Agustin, Reza Aulia Ahmad Yusup, Ahmad AM, Ratna Puspita Amaliyah, Khoiriyatul Andriansyah Andriansyah Bahri, Nurul Shofiah Al Bahri, Nurul Syarifatul Fathurrohman Fathurrohman M. Ismail Miftachul Huda Munawwar, Aqil Rizky, Faid Widyawan Ainur rokib, muhammad Rosit, Abdul Rusydah, Arini Silmiyah, Suci SITTI ROMLAH Suyono Suyono Tanzil, Ahmad Rofiqi Wahyuni , Maulida Yonan, Patra Zakkiyah, Ulfatuz