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All Journal Jurnal Pendidikan Progresif International Journal of Educational Narratives
Mohamed Lahby
Hassan II University of Casablanca
Education

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Artificial Intelligence in Islamic Religious Education: Enhancing Critical Thinking through AI Feedforward Feedback Models Maralottung Siregar; Khatami Ayu Rini; Siti Halimah; Mohamed Lahby
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp135-157

Abstract

Integrating the AI Feedforward Feedback (AI-FF) Model into Islamic Religious Education to Enhance Students’ Critical Thinking Skills. This study aims to analyze the effectiveness of the AI-FF model in enhancing the critical thinking skills of Islamic Religious Education students, explore students' and lecturers' experiences during implementation, and evaluate the extent to which AI integration can be applied without diminishing teachers’ moral and spiritual roles. A mixed-method approach was employed. Quantitative data were gathered through a quasi-experimental pretest–posttest design, while qualitative data were collected through in-depth interviews and structured observations. Statistical analyses were used to determine the model’s effectiveness, and thematic analysis was applied to interpret learning experiences. The findings demonstrate that AI-FF effectively improves students’ critical thinking skills, especially in analysis, argument evaluation, and metacognitive reflection. Qualitative results indicate that AI-FF provides cognitive scaffolding without replacing the teacher’s moral guidance. Students reported improved confidence and more structured reasoning, while lecturers perceived AI as an augmentative tool. AI-FF can be ethically integrated into Islamic Religious Education when positioned as a supportive tool that strengthens cognitive processes while preserving the teacher’s authority in moral and spiritual guidance. The study highlights the need for educators to develop AI ethics literacy and for integration models that maintain teacher primacy while leveraging AI as a cognitive facilitator. Keywords: AI feedforward feedback, critical thinking, islamic religious education, AI ethics, technology-enhanced learning.
Constructing Leadership Narratives: Integrating Digital Literacy, EMIS Knowledge, and Value-Based Decision-Making in Islamic Educational Leadership Yundri Akhyar; Wirda Ningsih; Eli Sutrawati; Mohamed Lahby
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3514

Abstract

Background. In the digital era, educational leadership increasingly requires the ability to utilize digital technologies and information systems effectively. In Islamic education institutions, principals are expected to possess adequate digital literacy and a strong understanding of the Education Management Information System (EMIS) to support accurate and timely decision-making processes. Purpose. This study aims to examine the influence of principals’ digital literacy and knowledge of Education Management Information Systems (EMIS) on decision-making processes in Islamic education institutions. Method. A quantitative approach was employed using survey data collected from 178 principals of Islamic education institutions in Riau Province, Indonesia. The data were analyzed using descriptive statistics and multiple regression analysis to test the proposed hypotheses. Results. The findings reveal that both digital literacy and EMIS knowledge significantly influence principals’ decision-making processes. Digital literacy demonstrates a stronger effect compared to EMIS knowledge. Furthermore, both variables jointly contribute substantially to explaining the variance in decision-making effectiveness among principals. Conclusion. This study highlights the importance of integrating digital competencies and system-based knowledge in educational leadership. Strengthening principals’ digital literacy and enhancing their ability to utilize EMIS can improve the effectiveness and quality of decision-making processes in Islamic education institutions.
Co-Authors Eli Sutrawati Khatami Ayu Rini Maralottung Siregar Siti Halimah Wirda Ningsih Yundri Akhyar