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All Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan Tsamratul Fikri (TF)
Fadloli, Muhamad
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Religion Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Actualization of Islamic Education Curriculum Values from the Perspective of the Philosophy of Science in the Era of Artificial Intelligence (A Study at SMPN 4 Banjar City) Fadloli, Muhamad; Zulkarnaen, Nurwahid; Haq, Ahmad Munadhil Izzul; Hamdani, Djaswidi Al; Rizal, Soni Samsu
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10206

Abstract

The development of Artificial Intelligence (AI) presents both challenges and strategic opportunities for the field of education, including the strengthening of the Islamic Education Curriculum. This study aims to analyze the actualization of Islamic Education curriculum values from the perspective of the philosophy of science in the era of artificial intelligence, based on an empirical study conducted at SMPN 4 Banjar City. The focus of the analysis is directed toward how the ontological, epistemological, and axiological values of Islamic Education are internalized and adapted within learning practices that increasingly engage with AI-based technologies. This research employs a qualitative approach using a case study method, with data collected through in-depth interviews, participatory observation, and analysis of curriculum documents and instructional practices. The findings indicate that the actualization of Islamic Education curriculum values positions students not only as learners who are faithful and morally grounded, but also as rational and critical agents capable of utilizing AI technology in an ethical and responsible manner. From the perspective of the philosophy of science, the ontological dimension is reflected in the reinforcement of the understanding of human nature as rational and moral beings; the epistemological dimension is evident in the integration of sources of knowledge derived from revelation, reason, and technology; while the axiological dimension is manifested in value orientations toward public benefit (maslahah), justice, and social responsibility. This study affirms that Islamic Education in the era of artificial intelligence should not adopt a resistant stance toward technology, but rather undertake a reflective and critical reconstruction of values in order to remain relevant, humanistic, and transformative in shaping students’ character amid digital disruption.
Internalisasi Nilai Keimanan dalam Pembelajaran PAI: Analisis Psikologi Humanistik dalam Konteks Sekolah Menengah Nurholis, Ujang; Mustofa, Aos; Herlina, N. Hani; Nurjaman, Nunu; Fadloli, Muhamad
Tsamratul Fikri Vol 20 No 1 (2026): Tsamratul Fikri | Jurnal Studi Islam
Publisher : Asosiasi Mahasiswa Program Pascasarjana | Universitas Islam Darussalam (UID) | Islamic University of Darussalam | Ciamis | Jawa Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/tf.v20i1.2309

Abstract

Penelitian ini mengeksplorasi internalisasi nilai keimanan dalam pembelajaran Pendidikan Agama Islam melalui perspektif psikologi humanistik di konteks sekolah menengah. Signifikansi penelitian terletak pada urgensi mengembangkan pendekatan pembelajaran yang melampaui transmisi kognitif menuju transformasi psikologis holistik siswa. Tujuan penelitian adalah menganalisis karakteristik pembelajaran PAI yang kondusif bagi internalisasi nilai keimanan, mendeskripsikan dinamika psikologis siswa dalam proses internalisasi, serta merumuskan strategi pembelajaran berbasis psikologi humanistik. Menggunakan metode kualitatif dengan pendekatan studi kepustakaan dan analisis konseptual terhadap literatur relevan periode 2021-2026, penelitian menghasilkan temuan bahwa karakteristik pembelajaran efektif mencakup interaksi edukatif humanis-dialogis, orientasi karakter humanis-religius terintegrasi, dan pendekatan student-centered berbasis pengalaman autentik. Dinamika psikologis melibatkan pembangkitan kesadaran emosional-spiritual, pembentukan motivasi intrinsik, pembelajaran sosial melalui role modeling, rekonstruksi makna personal, negosiasi identitas dalam konteks pluralitas nilai, dan transformasi kesadaran melalui pembiasaan bermakna. Strategi optimal mengintegrasikan pembelajaran berbasis pengalaman, penciptaan iklim psikologis kondusif, aktivasi multiple dimensi psikologis, pembiasaan reflektif, dan responsivitas kontekstual. Penelitian merekomendasikan studi empiris untuk validasi implementasi model serta pengembangan instrumen asesmen autentik mengukur kedalaman internalisasi nilai.
Co-Authors Hamdani, Djaswidi Al Haq, Ahmad Munadhil Izzul Herlina, N. Hani Mustofa, Aos Nurholis, Ujang Nurjaman, Nunu Soni Samsu Rizal Zulkarnaen, Nurwahid