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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Journal of Innovative and Creativity
Muriyanto Muriyanto
Universitas Muhammadiyah Klaten
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transformasi Nilai Adab Dan Akhlaq Dalam Halaqah Kreatif Tadabbur Al-Qur’an: Studi Kasus Pada Komunitas Balai Dakwah Sragen Dhany Puspita; Abu Hanifah; Muriyanto Muriyanto
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.v5i2.2434

Abstract

This research aims to explore the process and impact of creative Qur’anic tadabbur study circles (halaqah) in shaping participants’ manners (adab) and moral character (akhlaq) at Balai Dakwah Sragen. The study is motivated by the need for an Islamic character education model that transcends cognitive delivery and engages the affective and practical aspects of daily life. Employing a qualitative case study approach, data were collected through participant observation, in-depth interviews, and documentation. Findings indicate that the creative halaqah serves as an effective medium for the contextual internalization of Qur’anic values. Through interactive methods such as tadabbur journaling, reflective discussions, and visual interpretation of verses, participants exhibited notable positive behavioral changes, particularly in emotional control, interpersonal conduct, and spiritual awareness. A key supporting factor was the integration of personal experiences with a supportive learning community. However, challenges remain in maintaining the consistency of moral transformation outside the halaqah environment. This study contributes to the development of a transformative, community-based Islamic education model. It recommends the integration of creative halaqah methods into character-building programs in Islamic institutions and da’wah organizations.
Evaluating University Students’ Perceptions of Artificial Intelligence Integration in Islamic Civilization History Learning and Its Relation to Academic Adab Muriyanto Muriyanto; Ngatmin Abbas; M. Fatchurrohman; Dudi Budi Astoko
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i2.9520

Abstract

This study analyzes the integration of Artificial Intelligence (AI) into Islamic Civilization History learning and its implications for strengthening students’ academic adab. The study employed a quantitative survey involving 80 students enrolled in the Islamic Civilization History course. Data were collected through an online questionnaire and analyzed using frequencies and percentages. The findings show that students perceive AI as a supportive learning tool that helps them understand course materials, summarize content, complete assignments efficiently, and develop flexible and independent learning practices. Importantly, AI use did not automatically weaken academic adab because students positioned it as an auxiliary tool rather than a substitute for intellectual effort, lecturer guidance, and personal responsibility. Most respondents maintained academic honesty, verified AI-generated information, avoided total dependence, respected lecturers as the primary instructional authority, and used AI with ethical awareness. These findings suggest that academic adab is shaped not merely by access to technology, but by students’ critical literacy, ethical orientation, and understanding of scholarly responsibility. The study proposes an ideal integration model based on four principles: pedagogical guidance, critical verification, transparent attribution, and reflective use. Therefore, AI should be integrated into Islamic Civilization History learning through academic rules, lecturer supervision, source checking, and assignments requiring interpretation, argumentation, and reflection. Such integration enables AI to enhance learning without reducing intellectual independence, historical reasoning, or academic integrity.
Co-Authors Abu Hanifah Dhany Puspita Dudi Budi Astoko M. Fatchurrohman