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The Influence of Digital Competencies and AI Integration on Islamic Teachers’ Functional Skills in Southern Pakistan Majeed, Muhammad Kashif; Ahmad, Tunku Badariah Binti
Jurnal Pesona Indonesia Vol. 2 No. 2 (2025): JPI 2025
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71436/jpi.v2i2.28

In this study, we investigate digital competencies and their interaction with AI in Islamic secondary schools of Southern Pakistan, as well as their impact on teachers’ functional skills. The integration of artificial intelligence and digital skills into the education process can address critical questions related to teacher performance and skill development. This quantitative study analyzes responses from a sample of 450 Islamic school teachers using SPSS 22, based on the study criteria. The impact of digital competencies and AI usage on functional teaching skills was evaluated using multiple linear regression.The results reveal that the use of AI tools did not significantly affect communication skills, as the significance value (0.073 > 0.05) exceeded the threshold. However, digital competencies had a significant influence on all functional skills, with a significance value of 0.000 < 0.05. These findings highlight the importance of digital skills in contemporary education and identify gaps in AI adoption among rural Islamic school teachers. This study contributes to understanding teacher digital readiness, AI adaptation, and professional skill enhancement. The insights provide recommendations for improving educational practices, technology integration policies, and teacher development programs in Southern Pakistan, offering valuable guidance for implementation in this context.

the Gender-based differences in AI usage and their impact on digital competency acquisition among Islamic teachers in Southern Pakistan: english Majeed, Muhammad Kashif; Ahmad, Tunku Badariah Binti
International Journal of Nusantara Islam Vol 13 No 2 (2025): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v13i2.45707

The study looks at how men and women in Southern Pakistan teaching Islamic subjects use AI tools and what impact this has on their digital competencies. Now that AI is used in schools, knowing how gender affects people’s ability to use these tools is necessary for ensuring that digital transformation in religious education is inclusive. There are three main objectives that drove the study. There are three main objectives: to study how AI is influenced by gender among Islamic teachers; to evaluate whether men or women are more skilled in digital use in Islamic education; and to find out whether digital talent rises as a result of using AI in teaching contexts. A survey device, used in conjunction with a quantitative research method, was deployed to collect information from 150 male and 150 female Islamic teachers. Gender differences were studied using descriptive statistics and independent sample t-tests, while multiple regression was carried out to determine if AI use played a role in increasing digital skills. The survey results indicated that males use AI more than females and that the reverse is true for digital tasks. In addition, using AI tools was shown to strongly influence digital competency development in both populations, indicating that this usage can help with greater improvements in digital skills. These results suggest ways in which policymakers, curriculum designers, and educational leaders can enhance digital literacy in religious education, especially among people from disadvantaged areas.

How does Deep Learning Approach Empowers Extrovert Students to Excel in Writing Communications Wulan, Cening Ayu; Saputri, Vike Aprilianin Marwintaria; Paramita, Santi; Widiyanto, Widiyanto; Gautama, Sidartha Adi; Ahmad, Tunku Badariah Binti
Journal of Communication, Religious, and Social Sciences (JoCRSS) Vol. 3 No. 1 (2025): JOCRSS June 2025
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/jocrss.v3i1.218

Writing skills are a fundamental component of academic and professional success, enabling effective communication, critical thinking, and knowledge construction. Despite their significance, many students, particularly those learning English as a second or foreign language, face challenges in developing proficient writing abilities. These difficulties are often compounded by individual differences, including personality traits such as introversion and extroversion. While previous studies have explored various pedagogical approaches to enhance writing skills, limited research has focused on how these methods interact with students’ personality types, especially within the context of higher education. This study aims to investigate how a deep learning approach, a pedagogy emphasizing meaningful, mindful, and joyful learning supports and enhances the writing performance of extroverted students compared to introverted ones. The research was conducted with 23 second-semester students from the Buddhist Communication Science Department at Jinarakkhita Buddhist College in Lampung, Indonesia. A mixed-method design was employed, combining pre- and post-writing tests scored using Heaton’s rubric with interviews and personality assessments based on the Eysenck Personality Questionnaire. The findings revealed that the most participants were extroverts, and they demonstrated a significant improvement in overall writing ability after the intervention, particularly in organization and content development. Paired samples t-tests confirmed statistically significant differences between pre-test and post-test scores, indicating the effectiveness of the deep learning strategy for extroverted learners. These results suggest that personality-informed instructional strategies can optimize writing instruction, especially for extroverted students who benefit from interactive and collaborative learning environments. The study contributes to the growing body of research on personalized pedagogy and highlights the importance of aligning teaching methods with students’ psychological profiles to maximize learning outcomes.

the Gender-based differences in AI usage and their impact on digital competency acquisition among Islamic teachers in Southern Pakistan: english Majeed, Muhammad Kashif; Ahmad, Tunku Badariah Binti
International Journal of Nusantara Islam Vol 13 No 2 (2025): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v13i2.45707

The study looks at how men and women in Southern Pakistan teaching Islamic subjects use AI tools and what impact this has on their digital competencies. Now that AI is used in schools, knowing how gender affects people’s ability to use these tools is necessary for ensuring that digital transformation in religious education is inclusive. There are three main objectives that drove the study. There are three main objectives: to study how AI is influenced by gender among Islamic teachers; to evaluate whether men or women are more skilled in digital use in Islamic education; and to find out whether digital talent rises as a result of using AI in teaching contexts. A survey device, used in conjunction with a quantitative research method, was deployed to collect information from 150 male and 150 female Islamic teachers. Gender differences were studied using descriptive statistics and independent sample t-tests, while multiple regression was carried out to determine if AI use played a role in increasing digital skills. The survey results indicated that males use AI more than females and that the reverse is true for digital tasks. In addition, using AI tools was shown to strongly influence digital competency development in both populations, indicating that this usage can help with greater improvements in digital skills. These results suggest ways in which policymakers, curriculum designers, and educational leaders can enhance digital literacy in religious education, especially among people from disadvantaged areas.

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

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.

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