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All Journal al-Afkar, Journal For Islamic Studies Jurnal Eduscience (JES) Tafkir: Interdisciplinary Journal of Islamic Education
Yuni Purnama Sari
UIN Sunan Gunung Djati Bandung
Religion Humanities Education Social Sciences Other

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Analysis of ChatGPT Utilization by Islamic Education Students from the Perspective of the Foundations of Islamic Education Hasan Basri; Yuni Purnama Sari
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.2013

Abstract

Advances in information and communication technology, particularly in the form of artificial intelligence such as ChatGPT, have brought significant changes to the world of education, including in Islamic Religious Education (PAI). This study aims to analyze the use of ChatGPT by 7th-Semester Islamic Religious Education (PAI) students in Class D, 2024, at UIN Sunan Gunung Djati Bandung, focusing on its suitability with the foundations of Islamic Education. This technology, although offering easy access and efficiency in learning, is not designed to consider profound Islamic values, such as wisdom, etiquette, and tawhid, which are the basic principles of Islamic education. This study used a quantitative approach with a survey method, collecting data through questionnaires distributed to 34 PAI students. The analysis results show that students tend to use ChatGPT in a positive and responsible manner, despite the potential for dependence on this technology, which can reduce the depth of understanding of the study of the Qur'an and Hadith. With a very high reliability of the research instrument (0.946), these findings indicate that the use of ChatGPT can enrich the learning of PAI students, provided that it continues to consider the principles of Islamic education in its application. This research confirms that technology integration in Islamic education, when conducted with moral and ethical awareness, can enrich learning without neglecting essential religious values. Going forward, technology integration, such as ChatGPT, in Islamic education can continue to be developed while maintaining harmony between technological innovation and Islamic scientific principles.
HOW READY ARE ISLAMIC EDUCATION TEACHERS IN INDONESIA TO UTILIZE ARTIFICIAL INTELLIGENCE FOR TEACHING Miftahul Fikri; Oban Sobandi; Yuni Purnama Sari; Dwi Fikry Al-Ghifary
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8325

Abstract

Purpose – There is limited empirical evidence about the readiness of Islamic education teachers to use Artificial Intelligence (AI) in teaching, especially at a national level in developing Muslim-majority countries. This study examines how ready Indonesian Islamic education teachers are to adopt AI in the classroom. It also identifies how their readiness levels vary across regions.Methodology – This study used a quantitative, cross-sectional survey design. Data came from 11,393 Islamic education teachers in 31 of Indonesia's 38 provinces. The data were analyzed with descriptive statistics to show readiness levels and inferential statistics to check the robustness of the findings.Findings – Most Islamic education teachers are positively ready to use AI. Of these, 32.6% (3,711 teachers) are very ready, 37.7% (4,294 teachers) are ready, 22.4% (2,557 teachers) are moderately ready, 4.9% (553 teachers) are not ready, and 2.4% (278 teachers) are very unready. Overall, Indonesian Islamic education teachers are generally prepared for AI integration, although some differences in readiness remain.Contribution – This study gives large-scale empirical evidence on AI readiness among Islamic education teachers. It fills a major gap in Islamic education and educational technology research. The findings support data-driven policies and professional development programs. These can strengthen the use of AI in Islamic education, while keeping pedagogical and ethical considerations in view.
The Influence of Teacher Role Models, Student Religious Motivation, and Islamic Spiritual Activities on Student Religiousness Levels Andewi Suhartini; Teti Ratnasih; Yuni Purnama Sari; Muhammad Raid Arrofi; Nia Rosita
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 2 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i2.2611

Abstract

This study is in the discourse of Islamic education and religious psychology, focusing on factors that influence the internalization of religious values in the madrasah environment. The main objective of this article is to analyze and test the partial and simultaneous effects of Teacher Role Models (X1), Student Religious Motivation (X2), and Islamic Spiritual Activities (X3) on Student Religiousness Levels (Y) at MAN 1 Bandung Regency. The research method used was a quantitative approach with multiple regression analysis techniques. Data were collected through questionnaires distributed to a sample of 207 eleventh-grade students. Based on the testing, the three independent variables were partially proven to have a positive and significant influence on the Level of Religiosity (Teacher Role Models Sig.=0.002; Religious Motivation Sig.=0.000; Islamic Spiritual Activities Sig.=0.000). Simultaneously, Teacher Exemplarity, Religious Motivation, and Islamic Spiritual Activities contributed 63.8% to the dependent variable (Sig. = 0.000). The most prominent research finding is that Student Religious Motivation is the most dominant predictor with the highest standardized Beta value (beta = 0.525), indicating that the students' internal spiritual motivation is stronger than the influence of teachers or school programs. This paper contributes to confirming theories of religiosity while also contributing a perspective of influence hierarchy, emphasizing that madrasah strategies must focus on strengthening students' spiritual motivation. The results of this study are important as a basis for formulating madrasah policies that shift the focus from merely delivering material to building intrinsic religious awareness.
Co-Authors Dwi Fikry Al-Ghifary Hasan Basri Hermawan, A. Heris Miftahul Fikri Muhammad Raid Arrofi Nia Rosita Oban Sobandi Ratnasih, Teti Suhartini, Andewi Tedi Priatna