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All Journal TA'DIBUNA: Jurnal Pendidikan Agama Islam Al - Tadabbur: Jurnal Ilmu Al-Qur'an dan Tafsir At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Jurnal Pengabdian Masyarakat (ABDIRA) Jurnal Kolaboratif Sains Jurnal Pengabdian Masyarakat dan Riset Pendidikan Al-Qudwah: Jurnal Studi Al-Qur'an dan Hadis Journal of Innovative and Creativity Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia El Midad: Jurnal Jurusan PGMI International Journal of Language and Ubiquitous Learning
Jimmy Malintang
Universitas Islam Negeri Walisongo Semarang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Pendidikan Mental Anak Di Era Teknologi Digital: Literatur Review Tentang Peran Orang Tua Dan Guru Rahula Hananuraga; Dian Eka Priyantoro; Nasril Nasril; Andi Fitriani Djollong; Jimmy Malintang
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.1851

Abstract

Penelitian ini bertujuan untuk menganalisis peran orang tua dan guru dalam pendidikan mental anak di era teknologi digital melalui tinjauan literatur. Metode penelitian yang digunakan adalah literature review dengan mengumpulkan dan menganalisis berbagai sumber seperti jurnal, buku, dan artikel terkait pendidikan mental, perkembangan anak, serta dampak teknologi digital. Hasil penelitian menunjukkan bahwa orang tua dan guru memegang peran kritis dalam membentuk ketahanan mental anak, termasuk pengawasan penggunaan teknologi, pendampingan dalam berinteraksi di dunia digital, serta penguatan nilai-nilai karakter. Kolaborasi antara orang tua dan guru dinilai efektif dalam menciptakan lingkungan yang mendukung kesehatan mental anak di tengah pesatnya perkembangan teknologi. Temuan ini menekankan pentingnya kesadaran dan sinergi antara kedua pihak untuk memitigasi dampak negatif teknologi sekaligus memanfaatkannya sebagai sarana pembelajaran yang positif.
REKONSTRUKSI MAKNA TOLERANSI DALAM AL-QUR’AN DI ERA MULTIKULTURAL: PENDEKATAN TAFSIR KONTEKSTUAL Anisa Hasanah; Luqman Abdul Jabbar; Moch. Riza Fahmi; Jimmy Malintang; Nuraidah Nuraidah
Al - Tadabbur: Jurnal Ilmu Al-Qur'an dan Tafsir Vol 11 No 01 (2026): Al-Tadabbur: Jurnal Ilmu Al-Qur'an dan Tafsir
Publisher : Sekolah Tinggi Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/at.v11i01.10223

Abstract

Penelitian ini bertujuan untuk merekonstruksi makna toleransi dalam Al-Qur’an di era multikultural melalui pendekatan tafsir kontekstual. Fokus kajian diarahkan pada analisis ayat-ayat kunci, yaitu Q.S. Al-Baqarah: 256, Q.S. Al-Kafirun: 1–6, Q.S. Al-Hujurāt: 13, dan Q.S. Āli ‘Imrān: 103. Penelitian ini menggunakan metode kualitatif dengan pendekatan tafsir maudhu’i (tematik) yang mengintegrasikan aspek tekstual, historis, dan kontekstual. Hasil penelitian menunjukkan bahwa toleransi dalam Al-Qur’an berlandaskan pada prinsip kebebasan beragama, pengakuan terhadap pluralitas sebagai sunnatullah, serta dorongan untuk membangun interaksi sosial yang inklusif dan harmonis. Tafsir klasik menekankan aspek normatif dan menjaga kemurnian akidah, sedangkan tafsir kontemporer mengembangkan pemahaman yang lebih kontekstual dan relevan dengan masyarakat modern. Analisis kritis menunjukkan bahwa kedua pendekatan tersebut bersifat komplementer dan dapat diintegrasikan untuk menghasilkan pemahaman toleransi yang komprehensif. Penelitian ini menegaskan bahwa toleransi dalam Al-Qur’an bukanlah bentuk relativisme, melainkan keseimbangan antara komitmen teologis dan keterbukaan sosial dalam masyarakat multikultural
Generative Artificial Intelligence as a Shadow Teacher: Implications for Teachers' Pedagogical Authority in Education Izza Agitsna; Arief Ardyansyah; Ega Krisna Pradita; Jimmy Malintang; Sonia Isna Suratin
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.%p

Abstract

The development of generative artificial intelligence in education has brought about significant transformations in learning practices, particularly through its emergence as a shadow teacher capable of providing explanations, feedback, and learning materials instantly. This situation has given rise to new problems related to the shift in teachers' pedagogical authority, both in epistemic, relational, and normative aspects in formal classrooms. This study aims to analyze the impact of the use of generative AI on teachers' pedagogical authority and identify the opportunities and challenges it poses in the contemporary educational context. This study uses a qualitative approach with a literature review method, which includes data collection through searching reputable journal articles, academic books, research reports, and education policy documents relevant to the topic of AI and pedagogy. Data analysis techniques used thematic and comparative analysis to identify patterns, trends, and differences in expert views. Data validity was maintained through evaluation of source credibility, reference recency, and argument consistency, while triangulation was carried out by comparing findings from various types of sources and disciplinary perspectives. The results of the study indicate that generative AI has the potential to shift teachers' pedagogical authority from the center of knowledge transmission to the role of facilitator, learning curator, and value builder, but not completely replace the role of the teacher. Pedagogical authority is actually undergoing a redefinition, demanding stronger pedagogical, ethical, and digital literacy competencies. This research implies the importance of developing teacher education and training policies that are adaptive to the integration of AI in a critical, humanistic manner, and oriented toward strengthening teachers' strategic role in the digital learning ecosystem.
Urgensi Pembelajaran Berdiferensiasi dalam Pendidikan Inklusi: Analisis Literatur Berbasis Filosofi Keadilan dan Kesetaraan Pendidikan: Penelitian Nur Wulandani; Jimmy Malintang; Nagita Histimuna Aisyah; Dwi Marlinda; Salman Al Farizi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6068

Abstract

Pendidikan inklusi menuntut pembelajaran yang mengakomodasi keberagaman karakteristik, kemampuan, kebutuhan, dan gaya belajar secara adil dan setara. Dalam konteks ini, pembelajaran berdiferensiasi menjadi pendekatan penting karena memberi ruang bagi setiap siswa untuk belajar sesuai kondisi dan potensinya. Penelitian ini menggunakan metode library research dengan pendekatan kualitatif deskriptif. Data diperoleh dari buku, jurnal, dokumen kebijakan, dan penelitian relevan, lalu dianalisis dengan teknik analisis isi untuk mengidentifikasi konsep dan temuan terkait pembelajaran berdiferensiasi, pendidikan inklusi, serta keadilan dan kesetaraan pendidikan.Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi sangat penting dalam pendidikan inklusi karena mampu mengakomodasi keragaman kebutuhan, menciptakan pembelajaran fleksibel, dan memberi kesempatan setara bagi siswa berkembang sesuai potensinya. Pendekatan ini juga memperkuat keadilan distributif dan kesetaraan dengan menjadikan perbedaan sebagai dasar pembelajaran. Dengan demikian, pembelajaran berdiferensiasi merupakan strategi esensial untuk mewujudkan pendidikan inklusif yang humanis, adil, dan berorientasi pada pemenuhan hak belajar semua peserta didik.
Building a Rabbani Generation: Integration of Knowledge and Morals in Islamic Education Jimmy Malintang; Herson Anwar; Sumiarti Sumiarti; Wahyu Tri Wibowo; Izzatul Iffah
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 12 No. 1 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v12i1.11073

Abstract

Modern challenges demand Islamic education to instil knowledge and build strong moral character. This research aims to analyse the integration of science and morals in Islamic education as an effective model for building the Rabbani Generation. The research method used is qualitative with interviews, observation, and documentation techniques in Islamic educational institutions. The results of the study show that the success of this model is supported by several key factors, namely the role of educators as moral role models, the integration of curriculum based on Islamic values, extracurricular activities that develop students' character, and a social environment that is conducive to the formation of Islamic behavior. This study concludes that a holistic approach that emphasises the integration of science and morals can form intellectually intelligent individuals with noble character. The contribution of this research lies in the educational model that can be applied in various Islamic educational institutions as a solution to face the challenges of the modern era
Communication Ethics in Social Spaces in QS Ṭāhā [20]:44: A Review through Toshihiko Izutsu’s Semantic Approach Ilzam Hubby Dzikrillah Alfani; Jimmy Malintang; Axesa Haraja Saputra
Al-Qudwah: Jurnal Studi Al-Qur'an dan Hadis Vol. 4 No. 1 (2026): June
Publisher : Fakultas Ushuluddin UIN Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/alqudwah.v4i1.38001

Abstract

This study seeks to analyse the concept of qaulan layyina in Qur’an Surah Ṭāhā [20]:44 through the application of Toshihiko Izutsu’s semantic approach, with the aim of elucidating the construction of communication ethics within the Qur’anic framework. The significance of this research lies in addressing the growing prevalence of aggressive communication in social and digital contexts, which necessitates an ethical foundation for communication that is pertinent to contemporary life. While previous scholarship has predominantly examined qaulan layyina from normative and textual perspectives, few studies have employed Izutsu’s semantic analysis to explore this verse in relation to the Qur’anic worldview of communication. Utilising a qualitative methodology grounded in library research, this study analyses the basic, relational, synchronic-diachronic, and semantic field meanings of the term qaulan layyina. The findings indicate that qaulan layyina denotes not only ‘gentle speech’ at a lexical level but also functions as a central concept within the Qur’anic communication system, linking communicative actions, methods of message delivery, and the objective of the listener’s moral transformation. This concept is associated with related  terms such as qaulan ḥasanan, qaulan ma‘rūfan, qaulan karīman, and qaulan sadīdan, collectively constituting a system of communication ethics that emphasises gentleness, truthfulness, respect, and persuasion in contemporary social interactions. These results suggest that qaulan layyina may serve as a normative foundation for da‘wah practices, education, digital media, and the cultivation of courteous, persuasive, and constructive social relations. This study contributes to the enrichment of semantic tafsīr scholarship and offers a Qur’anic communication model of relevance to modern society.
FROM READING TO CREATING: INTEGRATING RADEC FOR DEEPER LEARNING IN PRIMARY SCHOOLS Nur Agus Salim; Muhammad Zainuddin; Jimmy Malintang; Rinovian Rais; Susintowati Susintowati
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14721

Abstract

Deep learning has become an important orientation in primary education because it emphasizes conceptual understanding, critical thinking, collaboration, communication, and the ability to transfer knowledge. However, primary school learning practices still tend to be procedural and do not fully support deep learning. The RADEC learning model (Read–Answer–Discuss–Explain–Create) has the potential to address this challenge through systematic learning stages centered on students’ active engagement. This study aims to analyze the implementation of the RADEC model to support deep learning in primary education through a Systematic Literature Review (SLR). This review was conducted in accordance with PRISMA principles by examining scientific articles published during the 2019–2025 period and sourced from Google Scholar, DOAJ, and Garuda. A total of 25 articles that met the inclusion criteria were thematically analyzed to map the implementation patterns of each RADEC stage and their relationship with the dimensions of deep learning. The synthesis results indicate that the Read and Answer stages contribute to conceptual understanding and critical thinking; the Discuss and Explain stages support collaboration and academic communication; and the Create stage encourages knowledge transfer and creativity. Nevertheless, the Create stage still needs strengthening in task design and product-based assessment. These findings affirm that RADEC is a relevant learning model for operationalizing deep learning in primary education.
Bridging Tasawwuf and Maqāṣid al-Sharīʿah: An Ethical Foundation for Muslim Social Welfare in Contemporary Societies Jimmy Malintang; Jamaluddin Majid
Harmony Philosophy: International Journal of Islamic Religious Studies and Sharia Vol. 2 No. 2 (2025): May: Harmony Philosophy: International Journal of Islamic Religious Studies and
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/harmonyphilosophy.v2i2.329

Abstract

This study explores the integration of Tasawwuf (Islamic mysticism) with Maqāṣid al-Sharīʿah (objectives of Islamic law) to propose a more ethical and effective social welfare framework. The research emphasizes the importance of combining the spiritual dimensions of Tasawwuf, such as Ihsan (excellence) and ʿAdl (justice), with the legal and ethical framework of Maqāṣid al-Sharīʿah, which seeks to preserve essential human interests such as religion, life, intellect, progeny, and wealth. This integrated approach is positioned as a comprehensive model for social welfare that addresses not only material needs but also promotes spiritual growth and ethical conduct. By blending these two frameworks, the study proposes a holistic view of social welfare that fosters empathy, justice, and social care. The findings highlight that Tasawwuf contributes to the ethical application of Maqāṣid al-Sharīʿah, enhancing social responsibility and promoting greater community cohesion and solidarity. The study also discusses the practical implications of this integration in contemporary Muslim societies, including its potential to reshape existing welfare programs. Recommendations for future research and policy development emphasize the need for further exploration of this integrated approach in Islamic finance, Takaful, and Zakat, as well as the creation of frameworks that balance legal compliance with ethical and spiritual principles. The results suggest that incorporating Tasawwuf alongside Maqāṣid al-Sharīʿah can significantly improve the ethical foundation of social welfare programs, fostering a more just and compassionate society.
Pelatihan Sitasi dan Daftar Pustaka Format Turabian Style dengan Mendeley Desktop untuk Mahasiswa Baru Zulvia Trinova; Sri Mulyono; Ai Siti Nurmiati; Jimmy Malintang; Yuanita Susanti
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 2 (2026): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i2.1890

Abstract

This This training aimed to improve the understanding and skills of new students in writing citations and bibliographies using the Turabian style with Mendeley Desktop, using practical training methods and intensive mentoring. The training results demonstrated a significant improvement in participants' technical competency. Prior to the training, all new students reported difficulty distinguishing between Turabian footnote and bibliography formats and had never used a reference manager. After participating in an introductory session on Turabian style and a Mendeley installation practice, participants were able to input references manually and via PDF import. They also successfully used the Mendeley plugin in Microsoft Word to insert citations (footnotes) and automatically generate a bibliography. Evaluations showed that 95% of participants successfully compiled a bibliography correctly formatted according to Turabian guidelines, without errors in name order or punctuation. Participants reported increased confidence and efficiency in completing academic assignments that require rigorous source citations. This success confirms that the combination of technical training and practical mentoring is effective in equipping new students with essential information literacy and reference management skills throughout their studies.
Strengthening English Language Learning through Artificial Intelligence-Based Mobile Applications: A Comparative Study in Formal and Informal Contexts Ira Nurmala; Ali Reza; Carli Apriansyah Hutagalung; Petrus Jacob Pattiasina; Jimmy Malintang
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1764

Abstract

Background. AI-based mobile applications are revolutionizing language learning by offering personalized, adaptable tools. Their impact differs across various learning environments, prompting the necessity for a comparative study to understand these variances better. Purpose. This study aims to compare the effectiveness of AI-based mobile applications for English language learning in formal classroom settings versus informal self-study environments. The goal is to determine how these tools perform across different contexts and identify the optimal conditions for their use. Method. A comparative study was conducted involving high school and university students in formal educational settings and adult learners in informal self-study settings. Over three months, participants utilized AI-based language learning applications. Data collection involved pre- and post-tests to measure learning outcomes, alongside surveys and interviews to gauge user experiences and preferences. Results. Analysis revealed significant improvements in both learning environments, with formal settings showing a 12% increase in test scores and informal settings an 8% increase. Students in formal settings more frequently engaged with interactive features, whereas informal learners gravitated towards self-study tools. Engagement and interaction levels were notably higher in formal educational settings compared to informal ones. Conclusion. AI-based mobile applications significantly enhance English language learning, particularly in structured, formal environments. The findings underscore the importance of tailoring these tools to fit different learning contexts. While both formal and informal settings benefit from these applications, formal education environments seem to leverage their interactive features more effectively, resulting in higher engagement and better learning outcomes. This study highlights the need for educators and developers to consider context-specific strategies to maximize the benefits of AI-based language learning tools.
Co-Authors Ai Siti Nurmiati Ali Reza Andi Fitriani Djollong Anisa Hasanah Arief Ardyansyah Axesa Haraja Saputra Azhariah Rachman Carli Apriansyah Hutagalung Dedi Gunawan Saputra Desy Liliani Husain Dian Eka Priyantoro Dwi Marlinda Ega Krisna Pradita Herson Anwar Ilzam Hubby Dzikrillah Alfani Ira Nurmala Izza Agitsna Izzatul Iffah Jamaluddin Majid Luqman Abdul Jabbar Moch. Riza Fahmi Muhammad Zainuddin Nagita Histimuna Aisyah Nasril Nasril Nur Agus Salim Nur Wulandani Nuraidah Nuraidah Petrus Jacob Pattiasina Rahula Hananuraga Rinovian Rais Salman Al Farizi Sonia Isna Suratin Sri Mulyono Sumiarti Sumiarti Susintowati Susintowati Wahyu Tri Wibowo Yuanita Susanti Zulvia Trinova