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All Journal Irfani Jurnal Manajemen Pendidikan JURNAL SERAMBI ILMU Journal EVALUASI Edukasi Islami: Jurnal Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI Ta`Limuna : Jurnal Pendidikan Islam Al-Fatih: Jurnal Pendidikan dan Keislaman SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Community Development Journal: Jurnal Pengabdian Masyarakat Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora Jurnal Studi Pesantren Tsaqofah: Jurnal Penelitian Guru Indonesia Al-Zayn: Jurnal Ilmu Sosial & Hukum Journal of Innovative and Creativity Alhikam Journal of Multidisciplinary Islamic Education (AJMIE) Jurnal Serambi Ilmu
Muhammad Zaironi
Universitas Al-Qolam Malang
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Integrasi Artificial Intelligence dalam Pembelajaran Pendidikan Agama Islam untuk Meningkatkan Literasi Anak Sekolah Dasar Fakhridana, Farhan Muzakki; Azizah, Siti Nur; Annisa, Annisa; Zaironi, Muhammad
Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora Vol. 12 No. 1 (2026): Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora
Publisher : Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/alwatzikhoebillah.v12i1.4905

Abstract

This study examines the integration of artificial intelligence in Islamic Education to improve elementary students' literacy. It is a library research with a quantitative descriptive approach, utilizing SINTA-accredited literature from 2021-2025 and international publications. The analysis involved identification, data selection, data extraction, and content analysis to map the relationship between AI, TPACK, basic literacy, and Islamic educational values. The findings indicate that AI has the potential to enhance literacy through adaptive, interactive, and contextual learning, but its implementation must be carefully guided. The study also shows that AI can strengthen literacy while promoting the values of manners and character, ensuring technology serves not just as a cognitive tool. An AI-Literacy model of Islamic Integration is proposed, combining AIEd, TPACK, literacy, and the principle of at-ta'dīb as the foundation for AI integration in PAI. This model offers a conceptual framework for PAI teachers to design ethical and relevant literacy learning in primary schools.
MODEL KURIKULUM SISTEMATIK DAN RADIKAL Sari, Zuyyina Linda; Kudsiyeh, Kudsiyeh; Asrori, Sholi; Zaironi, Muhammad
Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Vol 24 No 1 (2026): Januari
Publisher : Program Studi Pendidikan Agama Islam Tarbiyah IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/kreatif.v24i1.5801

Abstract

This study aims to examine in depth the concepts of systematic and radical curricula and their relevance to the development of Islamic Religious Education (PAI). Using qualitative methods with a library study approach, this study examines various literature on curriculum theory, critical education, and PAI development. The results of the study indicate that systematic consistency in learning planning is structured, tiered, and focused on measurable objectives. This model is relevant for PAI because it can ensure material continuity, clarity of learning objectives, and evaluation that covers cognitive, affective, and psychomotor aspects. In contrast, the radical curriculum is omitted in critical education, which positions students as active subjects, encourages dialogue, reflection, and contextual reading of social reality. In the context of PAI, the radical approach contributes to the formation of critical awareness, moderate attitudes, and students' ability to actualize Islamic values ​​​​relevant to the challenges of the times. This study concludes that both models have different characteristics and strengths but complement each other. The integration of systematic and radical curricula is seen as an ideal strategy for building a PAI curriculum that is strong in value, adaptive, critical, and oriented towards strengthening students' character.
Teori Konstruktivistik dalam Pembelajaran PAI: YPI Al-Barokah Gondanglegi Syuaib, Muhammad; Romadhon, Mochamad Rizqy; Zaironi, Muhammad
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8477

Abstract

Education is a fundamental foundation for shaping human character and patterns of thought, thereby requiring learning approaches that not only transmit knowledge but also encourage students to actively construct their own understanding. One relevant approach is constructivist theory, which emphasizes that knowledge is constructed through direct experience and social interaction. This study aimed to understand the application of constructivist theory in Islamic Religious Education (PAI) learning at Al-Barokah Gondanglegi. A descriptive qualitative approach with a field research design was employed, enabling the researcher to observe learning dynamics in a natural setting, including patterns of interaction between teachers and students. The findings show that the application of constructivist theory in PAI learning encourages students to connect new knowledge with prior experiences, making learning more meaningful while simultaneously stimulating critical thinking skills, creativity, and active participation in the learning process. The study affirms that constructivist theory plays an important role as a pedagogical foundation in PAI learning, with implications for strengthening teachers’ competence in designing contextual and learner-centred learning experiences.
Strengthening Mahārah al-Qirā’ah through the Sorogan Strategy: A Study of Kitab Turāts Learning at Pondok Pesantren Al-Khoirot Malang Muhlis, Nur Khozim; Imawan, Yuli; Afifi, A. Nawawi Alfan; Fahrudin, Fahrudin; Zaironi, Muhammad
al-Ittijah: Jurnal Keilmuan dan Kependidikan Bahasa Arab Vol. 17 No. 2 (2025): December 2025
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alittijah.v17i2.12147

Abstract

This study investigates the implementation of the sorogan strategy in mahārah al-qirā’ah (reading skills) instruction at Pondok Pesantren Al-Khoirot, Malang. The sorogan method fosters a rigorous learning environment where students demonstrate their reading proficiency directly before the Kiai. This research aims to describe the planning and execution of mahārah al-qirā’ah instruction through the sorogan strategy in the context of reading Turats (classical) books. Employing a descriptive qualitative approach, data were gathered from teachers and students through observations and interviews. The analysis followed a systematic process of data collection, processing, presentation, and conclusion drawing. The findings demonstrate that this strategy significantly enhances students' in-depth comprehension and ability to read Turats books, particularly in grammatical analysis (Qawaid) and textual interpretation. This success is attributed to the dual support system: students' intensive preparation via the muthola’ah (independent study) system in peer groups and direct pedagogical guidance from the Kiai during the session. While previous research has evaluated the sorogan method using the CIPP model in different settings, this study emphasizes the procedural integration of independent and guided learning. These findings offer theoretical and practical implications for designing effective mahārah al-qirā’ah instruction within traditional Islamic educational frameworks.
Penguatan Skill Entrepreneur Santri Melalui Unit Usaha Pondok Pesantren di Malang: Strengthening the Santri’s Entrepreneurial Skills Through Pesantren’s Business Units in Malang Muhammad Zaironi
AJMIE: Alhikam Journal of Multidisciplinary Islamic Education Vol. 6 No. 2 (2025): Desember 2025
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/vt7phw31

Abstract

Pondok Pesantren Al-Khoirot melakukan penguatan kelembagaan melalui beberapa aspek, diantaranya adalah penguatan skill entrepreneur santri dengan mendirikan toko-toko unit usaha dan koperasi syariah ikmal (KSI) yang fokus utamanya bergerak dibidang ekonomi. Penelitian ini bertujuan untuk mengungkap penguatan skill entrepreneur santri melalui unit usaha pesantren, dengan sub fokus mencakup: 1) perencanaan, 2) pelaksanaan, dan 3) evaluasi kepada skill entrepreneur santri. Jenis penelitian ini menggunakan kualitatif, pengumpulan data dilakukan dengan wawancara, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa penguatan skill entrepreneur santri melalui unit usaha pesantren dilaksanakan dengan berlandaskan pada perencanaan, pelaksanaan dan evaluasi. Perencanaan disusun setiap awal tahun yang berlandaskan pada hasil evaluasi kerja tahunan. Terdapat 78 santri yang terlibat dalam penguatan skill entrepreneur melalui unit usaha pesantren dan tersebar dalam 13 unit usaha. Dalam praktik penguatan skill entrepreneur, santri diberikan pendidikan mulai cara pengadaan barang atau belanja, strategi penjualan dan pemasaran, dan evaluasi hasil penjualan
Penguatan Pendidikan Gender di MI NU An Nur Purworejo Muhammad Zaironi; Adib Qosim M; Muhammad Febri Irawan
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.6178

Abstract

This study examines the strengthening of gender education at MI NU An Nur Purworejo, focusing on students’ and teachers’ understanding, teaching practices, and the madrasa culture that supports gender equality. The research background indicates that although gender education regulations exist, gender stereotypes still appear, such as leadership roles being more frequently assigned to male students. The study employs a descriptive qualitative approach with 32 fourth- and fifth-grade students and four teachers as subjects, using data collection techniques including questionnaires, semi-structured interviews, and classroom observations. Data analysis was conducted thematically and through triangulation. The results show that most students understand the principles of gender equality, yet some still hold traditional stereotypes. Simple interventions, such as leadership rotation and inclusive routines, were proven effective in increasing gender awareness. These findings provide a new perspective on contextual strategies for strengthening gender education in NU-based madrasas and emphasize the importance of integrating gender education from the early grades to achieve sustainable inclusive practices.
Humanisme Masa Depan Dalam Tradisi Konjengan: Etika Islam Dan Penguatan Solidaritas Komunal Kiai Madura Muqoffi; Zaironi, Muhammad; Shofi
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7248

Abstract

This study aims to analyze the konjengan tradition of kiai in Madura as a socio-religious practice that not only represents symbolic reverence but also functions as a strategic mechanism for strengthening communal solidarity within the context of contemporary Islam. Konjengan is understood as a manifestation of future-oriented humanism because it integrates spiritual authority with lived ethical practices embedded in everyday community life. This research employs a qualitative approach through participant observation and in-depth interviews to comprehensively explore interactional patterns, symbolic meanings, and relational dynamics between kiai and community members. The analysis focuses on how the sustained presence of the kiai, contextually grounded moral guidance, and consistent social engagement cultivate collective attachment, a sense of belonging, and social trust at the community level. The findings indicate that konjengan facilitates the internalization of Islamic ethical values such as empathy, humility, social responsibility, and participatory leadership, thereby counterbalancing the rise of modern individualism. Accordingly, konjengan can be understood as an adaptive, culturally grounded model of social ethics that significantly contributes to the preservation of social cohesion and community resilience.
URGENSITAS MANAJEMEN PERUBAHAN PENDIDIKAN ISLAM DI ERA GLOBALISASI Moh. Hasan Firghol Muttaqien Firghol; Dika Tripitasari; Muhammad Zaironi
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.1942

Abstract

Objective: Change occurs in various walks of life, including in the world of education. The main triggers for change come from within or outside an organization. On the other hand, the driving factors for change in educational institutions are the influence of globalization, the development of science and technology (IPTEK), and the ever-expanding flow of information. In this era, technological progress is inevitable, as it goes hand in hand with the development of science. This study aims to explain the urgency of educational change management in the era of globalization. This type of research is qualitative with a librarian research approach. The research data consists of data on the urgency of change management in Islamic educational institutions from primary sources such as books and several relevant journals. Based on the research results, it was found that the urgency of Islamic educational change management in the development of Islamic educational institutions is crucial and cannot be ignored. In a constantly changing and complex context, change management plays a key role in ensuring that educational institutions remain relevant, high-quality, and in accordance with Islamic values.
RELEVANSI KURIKULUM DAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN TANTANGAN ERA SOCIETY 5.0: The Relevance of the Islamic Religious Education Curriculum and Instruction to the Challenges of the Society 5.0 Era Ifan Afandy; Agus; Zakiyah Alfaizah; Muhammad Zaironi
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/tt8v0888

Abstract

Curriculum and instruction are two components of education that must be integrated to achieve desired educational goals. This article discusses the relevance of the Islamic Religious Education (Pendidikan Agama Islam; PAI) curriculum and instruction in the Society 5.0 era, which focuses on human well-being. Based on a qualitative approach, a literature review, and content analysis techniques, the article reaches the following conclusions: First, the PAI curriculum relevant for implementation in the Society 5.0 era is the concentric model. That is, the PAI curriculum is dominant, and PAI instruction is subordinate. Second, PAI instruction in the Society 5.0 era must consider internal factors comprising physiological and psychological aspects, as well as external factors comprising social and non-social environmental aspects. Third, the characteristics of PAI instruction in the Society 5.0 era include: Transformation of Instructional Methods, Redefinition of the Teacher’s Role,  Shift in Evaluation Orientation, and Differentiated Instruction. Kurikulum dan pembelajaran adalah dua komponen pendidikan yang harus diintegrasikan untuk mencapai tujuan pendidikan yang diinginkan. Artikel ini membahas relevansi kurikulum dan pembelajaran Pendidikan Agama Islam (PAI) di era Society 5.0 yang berfokus pada kesejahteraan manusia. Berdasarkan pendekatan kualitatif, jenis penelitian studi pustaka, dan teknik analisis isi, artikel sampai pada simpulan: Pertama, kurikulum PAI yang relevan untuk diterapkan di era Society 5.0 adalah model konsentris. Yaitu kurikulum PAI bersifat dominan, dan pembelajaran PAI bersifat subordinat. Kedua, pembelajaran PAI di era Society 5.0 harus mempertimbangkan faktor internal yang terdiri dari aspek fisiologis dan psikologis, serta faktor eksternal yang terdiri dari aspek lingkungan sosial dan non-sosial. Ketiga, karakteristik pembelajaran PAI di era Society 5.0 antara lain: Transformasi Metode Pembelajaran, Redefinisi Peran Guru,  Pergeseran Orientasi Evaluasi dan Pembelajaran Berdiferensiasi. Kata Kunci: Era Society 5.0; Kurikulum PAI; Pembelajaran PAI; Pendidikan Agama Islam.
Analisis Penguatan Karakter Dalam Implementasi Kurikulum Berbasis Cinta (KBC) Fahrurrosi, Lingga; Maskuro, Vina Lailatul; Zaironi, Muhammad
Jurnal Al-Fatih Vol 9 No 1 (2026): Jurnal Pendidikan dan Keislaman Vol. 9 No. 1, Januari-Juni 2026 (in Progress)
Publisher : STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61082/alfatih.v9i1.646

Abstract

The world of education is currently facing a moral crisis in the form of degradation of human values, individualism, and bullying due to an education system that tends to be oriented solely on cognitive achievement. This dehumanization phenomenon demands a curriculum transformation that can integrate spiritual, emotional, and social dimensions holistically. This study aims to comprehensively analyze the implementation of character strengthening in the Love-Based Curriculum (KBC) and map the advantages and limitations of this model in the context of Islamic education. This study uses a library research method with a qualitative content analysis approach through the stages of decontextualization and recontextualization of academic literature and official documents for the 2021–2025 period. The results show that KBC strengthens students' character through internalizing the value of love in three main dimensions: the Source of Love (God and the Prophet), the Sign of Love (knowledge and the environment), and the Rope of Love (self, others, and the homeland). This implementation is supported by operational strategies that include experiential learning, deep learning, compassionate communication, and process-based evaluation. KBC has been proven effective in increasing emotional stability, empathy, and positive behavior in students. Its implementation has positioned character education as a central axis of humanistic-transformative learning. However, its effectiveness is still hampered by limited teaching materials, high administrative burdens on teachers, and uneven training for educators.
Co-Authors Abdul Ghofur Abdullah Hilmi Az-Zuhdy Adib Qosim M Afifi, A. Nawawi Alfan Agung Muhamad Bisri AGUS Ainun Nafila Annisa Annisa Ari Abdi Asrori, Sholi Dedi Suari Dika Tripitasari Eko Suprayitno Eko Suprayitno Fahrudin Fahrudin Fahrurrosi, Lingga Fakhridana, Farhan Muzakki Fitri Ayu Kurnia H. Nur Ali Hesim Muzedi Hidayatulloh Hilam, Husnul Ida Fitri Anggarini Ifan Afandy Ika Nur Hikmah Imawan, Yuli Indradewa, Rhian Ishmah Syafiulloh Ishomudin Kemal Husen Kudsiyeh, Kudsiyeh Lailatul Mufarrohah M. Taufik Sirgar Marno Marno Marno Marno Mar’atul Fitriayu Azizah Maskuro, Vina Lailatul Maulidia, Nuraini Mirrohmatillah Moh. Hasan Firghol Muttaqien Firghol Muhammad Febri Irawan Muhammad Husni Muhammad Syauqillah Muhlis, Nur Khozim Muqoffi Muqoffi, Muqoffi Nindi Antika, Aisyah Nurhaliza, Sabrina Rahmania, Almaniatu Inda Rohanita, Lailatur Romadhon, Mochamad Rizqy Salsabila, Ramadhanti Syifa Sari, Zuyyina Linda Shofi Siti Nur Azizah, Siti Nur Sobirin, Moch. Sahril Syuaib, Muhammad Tirta, Wahyu Divangga Wesil Arisih Zakiyah Alfaizah