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All Journal Sunan Kalijaga International Journal on Islamic Educational Research Jurnal Sains dan Teknologi
Wafiq, Ainun
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Burnout Akademik di Era Digital dan Persepsi Mahasiswa terhadap Peluang Pemanfaatan Artificial Intelligence untuk Deteksi Dini Wafiq, Ainun; Syawal, Ahmad; ., Ikrar; Ahmad, Zainal Arifin
Jurnal Sains dan Teknologi (JSIT) Vol. 5 No. 3 (2025): September-Desember
Publisher : CV. Information Technology Training Center - Indonesia (ITTC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jsit.v5i3.3711

Abstract

The phenomenon of academic burnout in the digital era is increasingly concerning as students face academic pressures exacerbated by intensive digital technology demands, yet no studies in Indonesia have integrated student experiences with potential AI-based solutions for early detection. This study aims to explore student experiences with academic burnout, identify digital indicators perceived as burnout markers, and analyze student perceptions of the feasibility and acceptance of AI utilization for early burnout detection. Using a qualitative approach with case study methods, data were collected through in-depth interviews and focus group discussions (FGDs) with 16 purposively selected Master's students in Islamic Education Management at UIN Sunan Kalijaga. Data analysis employed Braun & Clarke's thematic analysis using Job Demands-Resources and Technostress Model frameworks. Results indicate that student academic burnout is associated with unregulated digital activity patterns operating through four mediation mechanisms: sleep disruption, cognitive overload, social comparison, and boundary erosion. Students identify five main digital indicators: excessive screen time, notification overload, activity polarization, digital sleep disturbance, and social isolation. Regarding AI, students exhibit ambivalence: optimistic about AI's potential as an objective "digital mirror," yet demanding fulfillment of five ethical principles (algorithm transparency, informed consent, non-surveillance, privacy by design, empowerment-centered) as prerequisites for acceptance.
Discrepancy Evaluation of A CBSA-Based Iqra’ Program at LPQ AMM Yogyakarta Wafiq, Ainun; Suwadi
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 9 No. 2 (2025)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2025.92.15

Abstract

Qur’anic reading programs require not only appropriate instructional methods but also clear implementation standards, consistent teacher decisions, and adequate evidence of student progress. Previous studies on the Iqra’ method have largely focused on instructional implementation and reading outcomes, At the same time, limited attention has been given to whether program implementation conforms to explicit institutional standards across different stages of evaluation. This study employed an evaluative qualitative case-study design at LPQ AMM Yogyakarta using Provus’s Discrepancy Evaluation Model as the primary analytical framework. Fifteen informants participated, comprising one program coordinator, seven instructional personnel consisting of supervisors and teachers, and seven students. Data were collected through semi-structured interviews, classroom observations, and document analysis and were compared across the design, installation, process, and product stages. The findings indicate partial conformity between program expectations and implementation. At the design stage, the program had a clear graduation target but lacked measurable indicators for CBSA, correction, repetition, and promotion. At the installation stage, training, syahadah certification, and supervision were available, although teacher calibration remained incomplete. At the process stage, guided self-correction and direct correction were both used without a uniform decision rule. At the product stage, progress books supported monitoring and promotion decisions but did not provide sufficient evidence to demonstrate improvement in Qur’anic reading ability or a causal effect of CBSA. These findings suggest that program improvement should prioritise measurable CBSA indicators, shared correction protocols, teacher calibration, and more detailed progress records.
Co-Authors ., Ikrar Suwadi Syawal, Ahmad Zainal Arifin Ahmad