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All Journal Jurnal Dinamika Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Advances In Education Journal
Alfi Noer Diana Hafidah
Institut Ahmad Dahlan Probolinggo
Education Languange, Linguistic, Communication & Media Mathematics Other

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Rekonstruksi Konsep Pembelajaran Mendalam (Deep Learning) dalam Pendidikan Islam (Analisis Isi terhadap Integrasi Nilai-Nilai Pemikiran KH. Ahmad Dahlan, KH. Hasyim Asy’ari, dan Ki Hajar Dewantara) Alfi Noer Diana Hafidah; Ahmad Syaifullah; Yasril Gunawan; Beni Zakaria Fitriyanto; Ahsan Hakim
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 12 No. 1 (2025): OKTOBER
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/nzzjdg38

Abstract

Education today tends to be oriented towards the transfer of knowledge and ignores the moral and spiritual dimensions. As a result, the learning process loses its humanistic meaning as a means of forming civilized human beings. This research aims to reconstruct the concept of deep learning in the perspective of Islamic Education through the analysis of the values of KH's thought. Ahmad Dahlan, KH. Hasyim Asy'ari, and Ki Hajar Dewantara. The method used is library research with a content analysis approach to the primary works of the three figures, namely Ahmad Dahlan's Book, Adab al-'Alim wa al-Muta'allim, and Part I: Education by Ki Hajar Dewantara, accompanied by secondary sources in the form of journals and education policy documents. The results of the study show that the three figures have a common point in the orientation of education: forming knowledgeable, moral, and civilized human beings. The core values of the three include the integration between knowledge and charity (Ahmad Dahlan), manners and sincerity in seeking knowledge (Hasyim Asy'ari), as well as freedom of learning and the balance of creation-rasa-karsa (Ki Hajar Dewantara). The synthesis of the three gave birth to the "Islamic Deep Learning" paradigm, which is a learning model that integrates cognitive, affective, and spiritual aspects in its entirety. Theoretically, this research expands the concept of deep learning with moral and spiritual dimensions; practically, it is the basis for the development of a humanistic, contextual, and transformative Islamic Education curriculum.
Literasi Keagamaan Digital Generasi Z dalam Perspektif Pendidikan Islam: Strategi Penguatan Moderasi Beragama Alfi Noer Diana Hafidah; Khoiriyah
Advances In Education Journal Vol. 3 No. 2 (2026): Advances In Education Journal (Oktober)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Digital transformation has reshaped the ways Generation Z accesses, learns, and interprets religious knowledge. Access to diverse religious sources through digital media provides opportunities for more flexible and participatory learning, while simultaneously presenting challenges related to the diversity of religious authorities, information credibility, and interpretive differences. Previous studies have examined digital religion, religious literacy, Generation Z, and religious moderation; however, studies integrating Generation Z’s characteristics as religious learners, the pedagogical role of Islamic Education, and digital religious literacy as a mechanism for strengthening religious moderation remain limited. This study aims to analyze the characteristics of Generation Z as religious learners within the digital ecosystem, identify the role of Islamic Education in responding to changes in their learning patterns and religious knowledge-seeking practices, and examine the relationship between digital religious literacy and the strengthening of religious moderation. This study employs a systematic literature review approach guided by the PRISMA 2020 framework. Data were collected through a systematic search of scholarly articles in academic databases using inclusion criteria concerning Generation Z, digital religious literacy, Islamic Education, and religious moderation, and were subsequently analyzed thematically. The synthesis indicates that Generation Z is characterized as self-directed learners who are highly digitally connected, engage with diverse religious sources and authorities, and tend to use multimodal and participatory learning formats. These conditions require Islamic Education to reconstruct its pedagogical role from merely transmitting knowledge to facilitating access to, verification of, interpretation of, and reflection on digital religious information. Furthermore, digital religious literacy can contribute to strengthening religious moderation through the ability to evaluate source credibility, compare religious perspectives, understand differences, engage in dialogue, and critically reflect on religious information. Thus, digital religious literacy can be positioned as a pedagogical competency that connects religious learning in digital spaces with the development of a critical, inclusive, and balanced religious orientation among Generation Z.
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.
Co-Authors Ahmad Syaifullah Ahsan Hakim Beni Zakaria Fitriyanto Khoiriyah Khoiriyah Yasril Gunawan