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p-Index From 2021 - 2026
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All Journal Journal of Elementary Education Research and Practice JISRev: Journal of Islamic Studies Review
Fitri Hidayati
Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Religion Humanities Education Social Sciences

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Kompetensi Kepribadian Guru Mata Pelajaran Pendidikan Agama Islam di Indonesia: Sebuah Kajian Literatur Muhammad Ghazali; Afif Alfiyanto; Silahuddin; Fitri Hidayati; Syatria Adymas Pranajaya
JISRev: Journal of Islamic Studies Review Vol. 1 No. 1 (2025): JISRev: Journal of Islamic Studies Review
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jisrev.1.1.44

Abstract

This study aims to systematically examine the personality competence of teachers of Islamic Religious Education (PAI) subjects in Indonesia through a literature review approach. The personality competence of PAI teachers is very crucial in shaping the character and morals of students, including aspects of moral integrity, empathy, emotional maturity, and social responsibility. This study searched various national journal articles to identify the profiles, dimensions, challenges, and strategies for strengthening the personality competencies of PAI teachers. The results of the study show that although most PAI teachers have understood the importance of personality competencies and are trying to implement them, there are still obstacles such as training limitations, administrative burdens, and the influence of the social environment and technological developments. The personality competence of PAI teachers has been proven to have a positive effect on the formation of students' character, learning motivation, and the creation of a conducive learning environment. Therefore, strengthening the personality competencies of PAI teachers needs to be carried out on an ongoing basis through training, spiritual coaching, and collaboration between schools, families, and the community. These findings are expected to be the basis for the development of policies and programs to improve the quality of PAI teachers in Indonesia.
Artificial Intelligence in Indonesian Elementary Education: A Systematic Review of Student Motivation, Engagement, and Implementation Challenges Afif Alfiyanto; Fitri Hidayati; Muhammad Ghazali; Ivan Riyadi
Journal of Elementary Education Research and Practice Vol. 2 No. 2 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/5dp9pd92

Abstract

Artificial intelligence (AI) is increasingly used in elementary education to support personalized, multimodal, inclusive, and emotionally responsive learning. However, evidence on its contribution to students’ motivation and engagement in Indonesian elementary schools remains limited and fragmented. This systematic literature review synthesized eight Indonesian studies published between January 2020 and April 2026, selected through PRISMA 2020 procedures from Scopus, ERIC, Web of Science, Google Scholar, and relevant national peer-reviewed journals. Using thematic narrative synthesis, the review found that AI-supported learning may enhance students’ behavioral, emotional, and cognitive engagement through interactive inquiry, culturally relevant multimedia, emotional learning support, adaptive scaffolding, and inclusive access. AI-based mobile applications, AI-generated animation, AI-driven Canva tools, digital counseling platforms, AI game-based literacy models, and AI-assistive technologies were reported to strengthen participation, enjoyment, learning interest, comfort, comprehension, and accessibility. However, the evidence remains small, methodologically diverse, and inconsistent in measuring motivation and engagement. The findings indicate that AI should be positioned as a pedagogical support rather than a teacher substitute, requiring teacher readiness, ethical governance, inclusive design, infrastructure support, and contextual alignment with Indonesian elementary classrooms.
Learner Motivation in Arabic Language Acquisition: A Review of Theoretical and Empirical Studies Muhammad Ghazali; Muhammad Mirzan; Fitri Hidayati; Gusti
JISRev: Journal of Islamic Studies Review Vol. 2 No. 1 (2026): JISRev: Journal of Islamic Studies Review
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jisrev.2.1.75

Abstract

This study aims to examine learner motivation in Arabic language acquisition through a comprehensive literature review of theoretical and empirical studies published between 2020 and 2025. Motivation is widely recognized as a key factor influencing learners’ engagement, persistence, and achievement in second language learning. The study employs a thematic analysis to synthesize findings from selected peer-reviewed articles, focusing on motivational dimensions, socio-cultural influences, pedagogical practices, and technological integration. The results indicate that motivation in Arabic language learning is multidimensional, encompassing intrinsic, extrinsic, integrative, and instrumental orientations. Religious and cultural factors are found to play a dominant role, particularly in Muslim contexts, while pedagogical innovation and technology-enhanced learning significantly contribute to increased learner engagement. However, challenges such as language complexity, limited instructional resources, and technological disparities continue to affect motivation levels. The study highlights the importance of adopting context-sensitive and student-centered approaches to enhance motivation and improve learning outcomes. It also identifies research gaps, particularly the need for longitudinal and context-specific studies. Overall, this study provides insights into effective strategies for fostering motivation in Arabic language education.
Co-Authors Afif Alfiyanto Gusti Ivan Riyadi Muhammad Ghazali Muhammad Mirzan Silahuddin Syatria Adymas Pranajaya