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All Journal 'A Jamiy: Jurnal Bahasa dan Sastra Arab Al-Hijr: Journal of Adulearn World Chalim Journal of Teaching and Learning
Rahman, Nurjana Cyntia
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Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Al-Kalām al-Khabary fī al-Juz al-Tāsi’ wa al-‘Isyrīn / الكلام الخبري في الجزء التاسع و العشرين Rahman, Nurjana Cyntia; Doni, Chaterina Puteri; R. Saleh, Sriwahyuningsih; Pakaya, Nurul Aini
`A Jamiy : Jurnal Bahasa dan Sastra Arab Vol 13, No 1 (2024): Kajian Bahasa dan Sastra Arab
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/ajamiy.13.1.203-217.2024

Abstract

Al-Kala>m al-khabary adalah ungkapan yang bisa benar atau dusta. Al-Kala>m al-khabary dibagi menjadi tiga jenis yaitu: al-ibtida>y, al-t}alaby, dan al-inka>ry. Oleh karena itu, penelitian ini berfokus untuk mengungkap jenis dan tujuan tuturan al-kala>m al-khabary dalam juz dua puluh sembilan. Penelitian ini merupakan jenis penelitian kepustakaan. Sumber bahan penelitian yang digunakan dalam penelitian ini ada dua jenis, yaitu sumber data primer dan sumber data sekunder. Metode pengumpulan data yang digunakan adalah melalui metode studi pustaka, editing, pengorganisasian, penyimpulan dan dokumentasi. Dari hasil penelitian, ada beberapa hal yang peneliti dapatkan melalui prosedur-prosedur yang dilakukan, antara lain sebagai berikut:   Jenis-jenis tuturan ahli pada bagian kedua puluh sembilan dan kedua puluh terdiri dari: al-kala>m al-khabaryal-ibtida>y  dalam juz 29 ditemukan 130 ayat, al-kala>m al-khabaryal-t}alaby 77 ayat, dan al-kala>m al-khabaryal-inkary  18 ayat.  Tujuan al-kala>m al-khabary pada juz kedua puluh sembilan dalam al-Qur'an yaitu fa>idatu al-khabar, la>zimu al-fa>idah, dan izha>ru al-d}a’fi.
Nilai-Nilai Pendidikan dalam Al-Qur’an dan Hadis: Analisis Tematik sebagai Dasar Pengembangan Kurikulum Rahman, Nurjana Cyntia; Arif, Muh.
Chalim Journal of Teaching and Learning Vol. 5 No. 2 (2025): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v5i2.2815

Abstract

Islamic education plays a fundamental role in shaping human character and civilization based on divine values. However, contemporary educational practices often experience a reduction in meaning by overemphasizing cognitive achievement while neglecting spiritual and moral dimensions. This study aims to examine the educational values embedded in the Qur’an and Hadith as the foundation for character formation and civilizational development. Employing a qualitative approach with a library research method, this study conducts a thematic analysis of Qur’anic verses and Prophetic traditions related to Islamic education, referring to authoritative Qur’anic exegesis and Hadith commentaries. The findings reveal that the Qur’an emphasizes reading, critical thinking, and the pursuit of knowledge as integral forms of devotion to Allah, while the Hadith reinforce these principles through the obligation to seek knowledge and the enduring value of beneficial knowledge as a continuous act of worship. This study contributes to strengthening an integrative conceptual framework of Islamic education that remains relevant in addressing contemporary educational challenges.
THE EVOLVING ROLE OF TEACHERS IN AI-ENHANCED CLASSROOMS: CHALLENGES AND OPPORTUNITIES Rahman, Nurjana Cyntia; Chai, Som; Posangi, Said Subhan
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i2.1265

Abstract

The integration of Artificial Intelligence (AI) in education is reshaping the traditional role of teachers, introducing both opportunities and challenges. AI-powered tools, including adaptive learning systems and automated assessments, are becoming integral to modern classrooms, promising personalized learning experiences and enhanced classroom management. However, these technological advancements also require teachers to adapt to new responsibilities and redefine their pedagogical practices. This study explores the evolving role of teachers in AI-enhanced classrooms, focusing on how AI affects their professional identity, teaching strategies, and relationships with students. The research employs a mixed-methods approach, combining surveys, semi-structured interviews, and classroom observations across ten institutions that have implemented AI tools. The findings reveal that while AI improves student engagement and administrative efficiency, teachers face challenges in maintaining the human aspect of education, such as fostering emotional intelligence and teacher-student interactions. The study concludes that AI can enhance pedagogical practices if properly integrated, but it requires teachers to embrace new technologies while retaining the core human-centered values of education. The research highlights the need for professional development and institutional support to help educators navigate this transition effectively.
Co-Authors Chai, Som Doni, Chaterina Puteri Muh. Arif Nurul Aini Pakaya R. Saleh, Sriwahyuningsih Said Subhan Posangi, Said Subhan