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All Journal Al Ishlah Jurnal Pendidikan Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah DEVELOPMENT : Journal of Community Engagement Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Jurnal Miftahul Ilmi: Jurnal Pendidikan Agama Islam As-Sulthan Journal of Education Journal of Islamic Education and Intellectual Discourse Immortalis Journal of Interdisciplinary Studies Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Dinamika Pendidikan Innovasi : Jurnal Inovasi Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies Advances In Education Journal Al-Ilmiya: Jurnal Pendidikan Islam Tarbiyah Islamiah : Jurnal Inovasi Pendidikan Islam
Ahsan Hakim
Institut Ahmad Dahlan Probolinggo
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Teori Pembelajaran Transformatif Jack Mezirow dan Relevansinya terhadap Pembentukan Kesadaran Kritis dalam Pendidikan Islam Sifa’ul Af’idah; Ahsan Hakim
Advances In Education Journal Vol. 3 No. 2 (2026): Advances In Education Journal (Oktober)
Publisher : Yayasan Al-Afif

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Abstract

Transformative learning theory provides a conceptual framework for understanding how individuals reconstruct meaning through critical reflection and perspective transformation. This study aims to analyze Jack Mezirow’s transformative learning theory and its relevance to the formation of critical consciousness in Islamic education. This research employed a qualitative library research approach using Transformative Dimensions of Adult Learning (1991) as the primary source, supported by relevant academic literature discussing transformative learning, critical reflection, and Islamic education. Data were analyzed through qualitative content analysis with an interpretative approach. The findings indicate that Mezirow’s theory explains learning as a process of meaning reconstruction through meaning schemes, meaning perspectives, critical reflection, rational discourse, and perspective transformation. The study further shows that critical reflection functions as a mechanism for developing reflective understanding, while critical consciousness represents an educational orientation within Islamic education. The theory contributes as an analytical framework but requires contextualization with Islamic moral, spiritual, and social values.
Rekonstruksi Pendidikan Kritis dalam Pembelajaran PAI di Era Algoritma Digital: Integrasi Konsep Conscientization Paulo Freire dan Tabayyun dalam Membentuk Kesadaran Kritis Peserta Didik Frendy Sasongko; Ahsan Hakim
Advances In Education Journal Vol. 3 No. 2 (2026): Advances In Education Journal (Oktober)
Publisher : Yayasan Al-Afif

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Abstract

Transformasi teknologi digital telah mengubah proses pembentukan pengetahuan keagamaan peserta didik, terutama melalui media sosial berbasis algoritma yang memengaruhi visibilitas, pengulangan, dan personalisasi informasi keagamaan. Artikel ini bertujuan menganalisis perubahan pembentukan pengetahuan keagamaan dalam lingkungan algoritmik, mengidentifikasi dialog konseptual antara conscientization Paulo Freire dan prinsip tabayyun dalam Islam, serta merekonstruksi kerangka pembelajaran Pendidikan Agama Islam (PAI). Penelitian ini menggunakan pendekatan kualitatif melalui studi kepustakaan dengan metode integrative literature review, analisis konseptual, analisis tematik, dan sintesis teori. Hasil penelitian menunjukkan bahwa conscientization menjadi landasan pedagogis dalam membangun kesadaran kritis, sedangkan tabayyun berfungsi sebagai landasan epistemologis dan etis untuk memverifikasi sumber, isi, konteks, otoritas, dan dampak informasi. Penelitian ini menawarkan Conscientization–Tabayyun Framework (CTF) yang terdiri atas lima tahap: kesadaran algoritmik, problem-posing, tabayyun, dialog dan refleksi kritis, serta praksis digital transformatif. Kerangka ini mendukung terbentuknya peserta didik yang kritis, reflektif, dan bertanggung jawab secara epistemik dalam lingkungan keagamaan digital.
Pengaruh Transformasi Budaya Digital dan Solidaritas Tim terhadap Kinerja Pengurus IMM Se-Kabupaten Berau Rani Selfiana; Ahsan Hakim
Advances In Education Journal Vol. 3 No. 2 (2026): Advances In Education Journal (Oktober)
Publisher : Yayasan Al-Afif

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Penelitian ini bertujuan untuk menganalisis pengaruh Transformasi Budaya Digital (X1) dan Solidaritas Tim (X2) terhadap Kinerja Pengurus (Y) IMM Se-Kabupaten Berau. Metode penelitian menggunakan pendekatan kuantitatif asosiatif kausal dengan teknik Total Sampling pada 65 pengurus aktif. Data dikumpulkan melalui kuesioner tertutup 30 butir soal dan dianalisis menggunakan regresi linier berganda. Hasil penelitian menunjukkan bahwa secara parsial, Solidaritas Tim berpengaruh positif dan signifikan terhadap Kinerja Pengurus (t = 5,904; p = 0,000), sedangkan Transformasi Budaya Digital memberikan kontribusi searah namun belum signifikan (t = 1,360; p = 0,179). Secara simultan, kedua variabel berpengaruh signifikan terhadap Kinerja Pengurus (F = 29,232; p = 0,000) dengan kontribusi sebesar 48,5% (R2=0, 485).  Penelitian ini menyimpulkan bahwa teknologi digital berfungsi optimal sebagai penguat kinerja apabila didukung oleh solidaritas tim (ukhuwah dan ta'awun) yang kokoh.
ISLAMIC GUIDANCE AND COUNSELING FOR ENHANCING RELIGIOUS AND PSYCHOLOGICAL WELL-BEING AMONG OLDER ADULTS: A COMMUNITY-BASED INTERVENTION AT MUHAMMADIYAH SENIOR CARE, PROBOLINGGO, INDONESIA Benny Prasetiya; Ahsan Hakim
DEVELOPMENT: Journal of Community Engagement Vol. 4 No. 4 (2025): Desember
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/kj8y8k67

Abstract

This study aims to examine the implementation of Islamic Guidance and Counseling to enhance the religious and psychological well-being of older adults at Muhammadiyah Senior Care (MSC), Probolinggo, Indonesia. The study employed a Participatory Action Research (PAR) approach combined with a one-group pretest-posttest evaluation. All 17 MSC residents participated through total sampling. Data were collected using structured questionnaires, the WHO-5 Well-Being Index, an Islamic-context religious well-being questionnaire, semi-structured interviews, participant observation, reflection sessions, and facilitator field notes. The intervention followed four PAR stages: participatory assessment, action planning, implementation, and reflection and evaluation. Activities included Islamic guidance, reflective religious discussions, individual and group counseling, Qur’anic learning, guided dhikr and prayer reflection, discussions of meaning in life and ageing, coping with loss and loneliness, interpersonal support, and preparation for later life. The findings indicate positive changes in religious engagement, enthusiasm for activities, Qur’anic learning, participation in worship, emotional expression, interpersonal reflection, and perceptions of ageing. The participatory approach and individualized attention made the counseling more contextual and responsive to participants’ needs. The study concludes that Islamic Guidance and Counseling has potential as a culturally embedded psychosocial intervention integrating religious, psychological, social, and existential dimensions of well-being among older adults in institutional care.
Kecerdasan Buatan dalam Pendidikan: Transformasi Pembelajaran dan Rekonstruksi Peran Guru melalui Tinjauan Sistematis Alfi Noer Diana Hafidah; Ahsan Hakim
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/f2958418

Abstract

Perkembangan artificial intelligence (AI) telah menghadirkan perubahan signifikan dalam praktik pendidikan, khususnya dalam proses pengajaran, pembelajaran, asesmen, dan interaksi antara guru dan siswa. Perubahan tersebut menimbulkan kebutuhan untuk meninjau kembali fungsi pendidikan serta posisi guru dalam lingkungan belajar yang semakin dimediasi oleh teknologi AI. Penelitian ini bertujuan untuk menganalisis bagaimana AI mentransformasi fungsi dan proses pengajaran serta pembelajaran dan bagaimana peran guru perlu direkonstruksi dalam lingkungan pendidikan yang dimediasi AI. Penelitian ini menggunakan pendekatan kualitatif dengan desain systematic literature review (SLR). Literatur dianalisis melalui proses identifikasi, seleksi, ekstraksi, dan sintesis tematik terhadap penelitian ilmiah yang relevan mengenai AI dalam pendidikan, transformasi pembelajaran, dan perubahan peran guru. Hasil kajian menunjukkan bahwa AI mentransformasi pengajaran dan pembelajaran melalui otomatisasi dan augmentasi berbagai fungsi, meliputi penyediaan informasi, pengembangan materi, personalisasi pembelajaran, analisis data, asesmen, dan pemberian umpan balik. Transformasi tersebut sekaligus meningkatkan kebutuhan terhadap kemampuan siswa dalam regulasi diri, evaluasi informasi, berpikir kritis, dan refleksi. Pada sisi guru, AI mendorong pergeseran peran dari sumber utama pengetahuan menuju perancang pengalaman belajar, fasilitator pembelajaran, validator keluaran AI, pengambil keputusan pedagogis, mediator literasi AI, serta penjaga dimensi sosial dan etis pendidikan. Kajian ini menegaskan bahwa AI tidak menggantikan peran guru, tetapi mendorong rekonstruksi hubungan antara manusia, teknologi, pengetahuan, dan pedagogi melalui pendekatan human-AI collaboration.
KONTEMPORER DIKONSTRUKSI DALAM TRADISI PENDIDIKAN PONDOK DI PONDOK PESANTREN RIYADLUS SHOLIHIN KOTA PROBOLINGGO Muhammad Ghufron; Ahsan Hakim Ahsan Hakim
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/gq7v9a31

Abstract

Social changes, technological developments, and future competency demands present the need for pesantren to respond to educational developments without losing their traditional identity. In this context, contemporary education is not enough to be understood as the adoption of modern educational elements, but needs to be studied as a construction process that takes place through the interaction between traditions, values, educational actors, and demands for change. This study aims to analyze how contemporary education is constructed in the tradition of cottage education at the Riyadlus Sholihin Islamic Boarding School, Probolinggo City. The research uses a qualitative approach with a case study type to understand in depth the process of adaptation and meaning of education in the context of pesantren. Research data was obtained through in-depth interviews, observations, and documentation, then analyzed through the process of data condensation, data presentation, and conclusion drawing and verification. The findings of the study show that contemporary education is constructed through a process of negotiation and selective adaptation, not through the replacement of pesantren traditions with modern educational models. Tradition remains the basis of values, manners, character formation, and scientific authority, while contemporary demands are accommodated through pedagogical adaptation, expansion of learning resources, strengthening the relevance of education, and the targeted use of technology. The findings confirm that the construction of contemporary education in pesantren is a dialectical process that connects the continuity of values with changes in educational practices. This research contributes to the development of contemporary education theory by offering the concept of value-based selective adaptation as a perspective to understand the transformation of pesantren education.
Teori Ketahanan Asrama Ar-Rosyad: Pengetahuan Ukhuwah Dan AdabUntuk Pencegahan Penyimpangan Sosial Di PP. Ar-Rosyad Bogem-Gurah-Kediri Guntur Febri Tinanto; Ahsan Hakim
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 2 (2026): NOVEMBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/357h7761

Abstract

This study is motivated by the importance of religious moderation education in shaping students’ character amid diverse religious understandings and the social dynamics of Islamic boarding schools. The study aims to analyze the construction of religious moderation and its internalization process in shaping the character of students at Riyadlus Sholihin Islamic Boarding School in Probolinggo City. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews with the boarding school leader, teachers, and students, observations of learning activities and daily boarding school life, and document analysis. Data were analyzed interactively through data condensation, data display, and conclusion drawing and verification, while source and technique triangulation were employed to enhance the credibility of the findings. The findings show that religious moderation is constructed as a proportional understanding of religion, characterized by the ability to respect differences, avoid hastily judging others, and approach differences through ethical conduct and dialogue. The internalization of these values occurs through learning, teacher role modeling, habituation of religious and disciplinary practices, pesantren culture, and social interaction among students. These processes contribute to the development of disciplined, tolerant, responsible, and open-minded character, as well as a strong orientation toward communal life. The study demonstrates that moderate character formation emerges through the interconnectedness of religious meaning-making, educational practices, institutional culture, social experiences, and student agency. These findings contribute to the development of pesantren-based Islamic religious education by positioning religious moderation as a continuous process of character formation rather than merely as curricular content.
Digital Islam And Hybrid Religious Authority Among Muslims In Probolinggo, Indonesia Babussalam; Ahsan Hakim
Al-Hikmah: International Journal of Islamic Studies Vol. 1 No. 1 (2025): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/8zhw4j91

Abstract

Digital transformation has reshaped Muslim religious life by changing how religious knowledge, authority, identity, and practice are produced and negotiated. This study examines how Digital Islam constructs hybrid religious authority among Muslims in Probolinggo, Indonesia, where traditional Islamic institutions coexist with expanding digital media use. Using a qualitative exploratory case study design, the research involved 15–20 purposively selected participants, including religious leaders, community figures, and active digital media users. Data were collected through participant observation and semi-structured interviews and analysed using the Miles, Huberman, and Saldaña interactive model with thematic coding supported by NVivo 14. The findings show that digitalisation does not replace traditional religious authority but produces a hybrid configuration through interaction between ulama, kiai, pesantren, digital platforms, and Muslim communities. Religious legitimacy is increasingly shaped by scholarly credibility, social trust, communication skills, digital visibility, and audience participation. Digital media also influence Muslim identity formation and religious practice while creating challenges concerning credibility and authenticity. This study concludes that Digital Islam in Probolinggo reflects negotiation, adaptation, and coexistence between offline and online authority. The study contributes to Digital Religion scholarship by proposing hybrid religious authority as a framework for understanding religious transformation in non-metropolitan Muslim societies.
Reconstruction of Islamic Boarding School Education for Generation Z in the Era of Artificial Intelligence: A Conceptual Study of Contemporary Islamic Education Mohammad Saiful Rifai; Ahsan Hakim
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 2 (2026): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/8k98d656

Abstract

The development of Artificial Intelligence (AI) has transformed education, including Islamic boarding school-based education (pesantren). This transformation is increasingly complex because current learners are predominantly Generation Z, who have grown up in digital environments and display distinctive ways of accessing, processing, and interacting with knowledge. This study analyzes the relevance of pesantren educational values for Generation Z in the AI era and formulates a reconstruction of pesantren education that responds to contemporary demands. Using a qualitative approach through library research and conceptual analysis, data were drawn from scientific journal articles, books, proceedings, and academic documents related to pesantren education, Generation Z, digital transformation, and AI. The analysis involved identification, selection, classification, comparison, interpretation, synthesis, and conceptual construction. The findings show that values such as adab, morality, spirituality, trustworthiness, independence, discipline, role modeling, and respect for educators remain relevant for Generation Z. Pesantren education should therefore be reconstructed through three processes: maintaining fundamental values, adapting educational approaches to Generation Z characteristics, and developing new competencies, including AI literacy, critical thinking, information verification, creativity, problem-solving, and technology ethics. This study proposes the Maintain–Adapt–Develop model as a conceptual framework for reconstructing pesantren education in the AI era without losing its distinctive educational identity.
Exploring Students’Critical Thinking through Interaction with Generative AI: A Constructivist Perspective Allifatur Rohma; Ahsan Hakim
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 2 (2026): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/pj9sts76

Abstract

Abstract Generative Artificial Intelligence expands students’ access to information while raising questions about how they evaluate, verify, and construct knowledge. This study explores students’ critical thinking through interactions with Generative Artificial Intelligence from a constructivist perspective, focusing on interaction patterns, information verification, and knowledge construction. A qualitative multisite case study was conducted at two secondary schools, involving students experienced in using Generative Artificial Intelligence and teachers who observed or facilitated its use. Data were collected through observations, interviews, documentation, and field notes, then analysed thematically using within-case and cross-case analysis. Findings indicate that students interacted with Generative Artificial Intelligence in situational, iterative, and dialogical ways, treating it as an additional learning resource. Critical thinking emerged when students encountered uncertainty, contradictions, or inadequate explanations, prompting them to question, compare, verify, and reassess responses using textbooks, teachers, peers, digital sources, prior knowledge, and practical testing. These processes enabled students to connect new information with knowledge, resolve inconsistencies, and reconstruct understanding through reflection and application. The study identifies critical thinking as a cognitive process linking AI interaction with constructivist knowledge construction. Its findings suggest that educational value depends on pedagogical practices supporting inquiry, verification, reflection, and knowledge reconstruction rather than access to generated information.
Co-Authors A Ansorullah Abdul Wafi Achmad Izzul Hisyam Achmad Musthofa Ade Junaidi Rahmat Ahmad Mujahidin Ahmad Mustofa Ahmad Syaifullah Aimatul Khoiriyah Alfi Noer Diana Hafidah Allifatur Rohma Amaliatul Fitriyah Annisa Maryan Nurrohmah Aprima Arifuddin Jalil Babussalam Badrul qomar Beni Zakaria Fitriyanto Benny Prasetiya Choirul Makrom Chusnul Chotimah Darul Ihsan Daud Ridwan dipuro, rahmat Dwy Anggara Edo Ferdian Edy Purwanto Eka Sri Ruminingsih Emelia Eny Ratna Purwanti Fahim Abu Ramadhan Fauzi Nurjaman Febry Suprapto Frendy Sasongko Guntur Febri Tinanto Hakiki, Darul Qutni Halili, Heri Rifhan Hamdan Saleh Hasnun Umar Hera Hapsari Kusuma Ibnu Abbas Joddy Hardiansyah Kamaruddin, Ilham Khamam Khosiin Khoiriyah Khoiriyyah Khoiriyyah Khozin Khozin Kiki Fatmawati M Arfan Muammar M Jadid Khadavi Maimunah Malik Ashari Masnua’atul Khoiriyah Mastora Mastora Mastora Maulid Agustin Miasari MIFTAHUL JANNAH Mohammad Nahrawi Mohammad Saiful Rifai Muhammad Ghufron Muhammad Irfandi Cahyo Utomo Musleh Mustakim Noreng NURUL HAYATI Pusparini Putri Desi Natalia Rahmat Dipuro Rahmat Hidayatullah Rahmat Hidayatullah Rahmatul Husniah Rani Selfiana Safitrianingsih Samsiyah Nuril Hidayah Saukani Nur Akbar Septiadi Sifa’ul Af’idah Siti Asisah Siti Nurhayati Siti Qomariatul Munawaroh Sriyanto suhaeni Sumiyati Syamsul Arifin Syayidah Afrohah Vivit Vidayanti Wahyudi Mutalib Yahya Husein Al-Azhari Yanti Yuniarti Ummuzahra Yasril Gunawan Yolanda Dwintarisma Andrini Yulis Sutiani Yus Mochamad Cholily