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All Journal Khalifa: Journal of Islamic Education Al-Karim: International Journal of Quranic and Islamic Studies Indonesian Journal of Islamic Education Studies (INJURIES)
Toure, Youcha Alassane
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Community Service Report: Islamic Education Teachers' Work Program in Realizing SDGs 4 Numan, Muhammad; Toure, Youcha Alassane
Khalifa Journal of Islamic Education Vol 9 No 1 (2025): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v9i1.396

Abstract

Islamic education teachers have significant duties and responsibilities in society. As outstanding individuals, teachers educate students in formal and non-formal schools. Furthermore, as members of society, teachers must be role models and examples as mentors in the community in realizing the ideals and goals of mutual progress (SDGs4). This study aims to find out what Islamic education teachers do as a form of real work in the community. This study uses a qualitative method with an ethnographic approach. Data sources were obtained from fifteen informants through in-depth interviews selected using purposive sampling techniques. To strengthen the interview data, the author also conducted observations by directly participating in various real activities of the teachers who were the subjects of the study. All data were analyzed using Miles and Huberman's thematic technique. The research findings show five activities carried out by Islamic education teachers in realizing ideals and mutual progress in the community. The five activities are: i) establishing learning communities for all segments of society, ii) actively participating in the management and development of houses of worship, iii) establishing literacy centers, iv) implementing environmental conservation programs, and v) collaborating to realize inclusive education. These five findings can serve as examples for Islamic education teachers in carrying out community-based work within society to achieve SDGs 4.
Robert Hoyland’s Epigraphic Approach and Its Implication For The Historical Study Of The Qur’an  Sofiyul, Achmad; Rochmaniyah, Inayah; Touré, Youcha Alassane
Al-Karim: International Journal of Quranic and Islamic Studies Vol. 3 No. 2 (2025): Al-Karim: International Journal of Quranic and Islamic Studies, September
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/al-karim.v3i2.7347

Abstract

This study examines epigraphy as an innovative and empirically grounded approach to understanding the Qur'an. It aims to analyze Robert Hoyland’s epigraphic discourse in Qur'anic studies, critically assess the factors underlying the emergence of the epigraphic approach, and explore its theoretical implications for contemporary Islamic scholarship. Employing a qualitative research design, this study adopts Van Dijk’s Critical Discourse Analysis as its theoretical framework, as it enables the examination of ideological, historical, and contextual dimensions embedded within epigraphic discourse. This framework is essential for understanding how epigraphy shapes interpretive authority and reconfigures methodological assumptions in Qur'anic studies. The findings demonstrate that the epigraphic approach offers an empirical basis for understanding the Qur'an through inscriptions, manuscripts, and material evidence from the formative period of Islam. This approach is methodologically significant for its capacity to illuminate the historical context of Qur'anic revelation, substantiate the stability of the Qur'anic text, and reveal its dynamic interaction with pre-Islamic cultural and religious traditions. Moreover, the study shows that epigraphy contributes to a transformation of hermeneutical methodology by shifting Qur'anic interpretation toward a historically informed and materially anchored perspective. Theoretically, this research broadens the epistemological horizon of Qur'anic interpretation and underscores the urgency of a multidisciplinary approach in contemporary Qur'anic studies. By situating epigraphy within critical discourse analysis, the study affirms its relevance not merely as an auxiliary tool, but as a significant paradigm in rethinking the foundations of Qur'anic scholarship. Contribution: This research contributes to contemporary Qur'anic studies by critically articulating the epigraphic approach as an alternative epistemological and methodological framework for examining and understanding the Qur'an.
Intelligent Tutoring for Hadith: Evaluating ChatGPT-Enhanced Pedagogy in Islamic Higher Education Abdulghani, Naser Ali; Touré, Youcha Alassane
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 3 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i3.211

Abstract

This study examines the integration of ChatGPT as an intelligent tutoring tool in the teaching of Hadith to undergraduate Islamic studies students at the University of Benghazi. By employing a mixed-methods design, the research involved 25 participants over four weeks of structured Hadith study using ChatGPT. Quantitative results demonstrated significant improvements in learning outcomes, with average scores increasing from 56.7 on the pre-test to 73.2 on the post-test, representing a mean gain of 16.5 points (p< .001, Cohen’s d = 1.45). Qualitative analysis of interviews and reflective journals revealed that students valued ChatGPT for enhancing comprehension, providing personalized explanations, and fostering motivation. At the same time, concerns emerged regarding the accuracy of responses and the potential for over-reliance on AI, underscoring the importance of teacher mediation. The integration of findings highlights that ChatGPT functions most effectively as a supplementary cognitive and motivational tool rather than a replacement for scholarly guidance. The study contributes to growing literature on AI in education by extending its application to religious studies, specifically Hadith pedagogy, and offers broader implications for Islamic higher education. Findings suggest that AI can facilitate access to knowledge, but careful implementation is required to safeguard authenticity and critical engagement.
Co-Authors Abdulghani, Naser Ali Muhammad Numan Rochmaniyah, Inayah Sofiyul, Achmad