cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adam Mudinillah
Contact Email
adammudinillah@staialhikmahpariangan.ac.id
Phone
+62853793388533
Journal Mail Official
alhijr@staialhikmahpariangan.ac.id
Editorial Address
Jorong Padang Panjang Pariangan No. 17 Kec. Pariangan Kab. Tanah Datar Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.
Location
Kab. tanah datar,
Sumatera barat
INDONESIA
Al-Hijr: Journal of Adulearn World
Published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar
ISSN : 28293894     EISSN : 28294351     DOI : https://doi.org/10.55849/alhijr
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Other
Al-Hijr: Journal of Adulearn World is a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the Al-Hijr follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
Arjuna Subject : Umum - Umum
Articles 8 Documents
 1 
Search results for , issue "vol. 5 no. 3 (2026)" : 8 Documents clear
EXPLORING THE PERSONALITY DEVELOPMENT OF THE MAIN CHARACTER IN 172 DAYS BY NADZIRA SHAFA: A PSYCHOLOGICAL ANALYSIS USING ERIKSON, FREUD, AND MASLOW Herlina; Nurzin R. Kasau; Nurlaelah
Al-Hijr: Journal of Adulearn World Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i3.1305

Abstract

This study aims to explore the personality development of the main character in 172 Days by Nadzira Shafa through the lens of psychological theory. Using a qualitative approach, the research applies psychological frameworks such as Erikson’s psychosocial development theory, Freud’s theory of personality, and Maslow’s hierarchy of needs to analyze the protagonist, Alya, as she navigates significant internal conflicts and undergoes emotional and behavioral transformations. Data were collected through Systematic Literature Review (SLR), following the PRISMA 2020 guidelines, which allowed for a comprehensive selection and analysis of relevant psychological and literary studies. The results show that Alya's journey from identity confusion to self-actualization is shaped by the dynamic interplay between societal expectations and her personal desires. This study contributes to the field of literary psychology by demonstrating how psychological theories can be effectively applied to literary character analysis, offering insights into the psychological development of characters in literature. The findings have implications for the broader understanding of character development in literary studies and provide a framework for analyzing complex psychological narratives in fiction.
INTERPRETIVE PERSPECTIVES ON HOW TO DEAL WITH STRESS AND ANXIETY IN MODERN LIFE Puja Miranda; Hasan Zaini; Irman Irman
Al-Hijr: Journal of Adulearn World Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i3.1273

Abstract

Stress and anxiety are becoming significant problems in modern life, especially among individuals exposed to social and work pressures. This research aims to explore the perspective of interpretation regarding the ways taught in the Qur'an and Hadith to overcome stress and anxiety. The purpose of this research is to explore and identify spiritual solutions that can be applied in the context of daily life, especially in facing the challenges of modern times. The method used in this study is a literature review with a tafsir approach, which examines verses of the Qur'an and hadith related to peace of mind and emotion management. This study found that the Qur'an and Hadith provide very relevant guidelines, such as the importance of tawakkul (surrender) to Allah, maintaining a balance in life, and the practice of dhikr and prayer as a way to relieve stress and anxiety. In conclusion, the interpretive perspective offers a profound spiritual approach to addressing stress and anxiety in modern life, which can be implemented as part of mental health prevention and management efforts in society.
THE ROLE OF AI IN TRANSFORMING THE TRADITIONAL CURRICULUM INTO A PERSONALIZED LEARNING EXPERIENCE Nur Fauzia Dauango; Nong Chai; Jhems Richard Hasan
Al-Hijr: Journal of Adulearn World Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i3.1301

Abstract

Artificial Intelligence (AI) has emerged as a transformative force in contemporary education, creating new opportunities to address the limitations of traditional curriculum models that often fail to accommodate diverse learner needs, abilities, and learning preferences. Increasing demand for learner-centered education has encouraged educational institutions to explore AI-driven solutions capable of supporting adaptive instruction, individualized learning pathways, and data-informed decision-making. This study aims to examine the role of AI in transforming the traditional curriculum into a personalized learning experience and to explore its implications for learner engagement, self-directed learning, and educational satisfaction. A mixed-methods sequential explanatory design was employed. Quantitative data were collected from 450 participants, including students, teachers, curriculum developers, educational technology specialists, and academic administrators. Qualitative interviews were subsequently conducted to gain deeper insights into curriculum transformation processes and stakeholder experiences. Structural Equation Modeling and thematic analysis were used to analyze the data. Findings revealed that AI utilization significantly enhanced curriculum flexibility, personalized learning effectiveness, learner engagement, self-directed learning, and learning satisfaction. Personalized learning effectiveness emerged as a key mediating factor linking AI implementation to positive educational outcomes. Qualitative evidence further demonstrated that adaptive learning systems and learning analytics facilitated more responsive and individualized educational experiences. The study concludes that AI serves as a strategic enabler of curriculum transformation, supporting the development of flexible, learner-centered, and personalized learning ecosystems.
AI, BIAS, AND EQUITY IN EDUCATION: ADDRESSING CHALLENGES IN ALGORITHMIC DECISION MAKING Yayu Laode; A. Asdar; Najamuddin Petta Solong
Al-Hijr: Journal of Adulearn World Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i3.1302

Abstract

Artificial Intelligence (AI) has become increasingly integrated into educational systems through predictive analytics, automated assessments, learning management platforms, admissions processes, and student support services. Growing reliance on algorithmic decision-making technologies has created opportunities to improve efficiency, consistency, and scalability in educational administration and instruction. Concerns regarding algorithmic bias, transparency, accountability, and educational equity have simultaneously emerged as critical challenges, particularly when AI systems are trained on historical data that may reflect existing social and institutional inequalities. This study aims to examine the relationships among AI implementation, algorithmic bias, transparency, accountability, trust, and educational equity in educational decision-making contexts. A mixed-methods convergent design was employed. Quantitative data were collected from 480 participants, including students, teachers, administrators, policymakers, and educational technology specialists. Qualitative interviews were conducted to explore stakeholder experiences and perceptions regarding algorithmic fairness and governance. Structural Equation Modeling and thematic analysis were used to analyze the data. Findings revealed that transparency significantly enhanced trust in AI systems, while accountability positively influenced perceptions of educational equity. Perceived algorithmic bias demonstrated a strong negative effect on fairness and trust. Qualitative evidence further indicated that inadequate oversight and biased datasets may contribute to unequal educational outcomes. The study concludes that equitable AI implementation requires transparent governance, accountability mechanisms, continuous bias auditing, and meaningful human oversight to ensure that algorithmic decision-making supports educational justice rather than reinforcing existing inequalities.
BUILDING TRUST IN AI-POWERED EDUCATION SYSTEMS: ETHICAL GUIDELINES AND RESPONSIBILITIES FOR EDUCATORS Siti Sulaiha B. Abbas; Ethan Tan; Priya Patel
Al-Hijr: Journal of Adulearn World Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i3.1313

Abstract

Rapid adoption of Artificial Intelligence (AI) in education has transformed teaching, learning, assessment, and academic administration by enabling personalized instruction, intelligent feedback, and data-driven decision-making. Expanding implementation of AI-powered educational systems has simultaneously intensified concerns regarding transparency, fairness, privacy, accountability, and educator responsibility, making trust a fundamental prerequisite for sustainable educational innovation. This study aimed to examine the determinants of trust in AI-powered education systems by investigating the relationships among ethical governance, algorithmic transparency, educator responsibility, institutional accountability, and learner perceptions. A mixed-methods sequential explanatory design was employed, integrating quantitative data collected from 520 participants through validated questionnaires and Structural Equation Modeling with qualitative evidence obtained from interviews, classroom observations, reflective journals, and institutional policy documents. Results demonstrated that algorithmic transparency, educator ethical competence, institutional accountability, and privacy protection significantly strengthened trust in AI-supported education, while educator responsibility partially mediated the relationship between ethical governance and learner trust. Qualitative findings further revealed that transparent communication, professional judgment, and continuous human oversight enhanced acceptance of AI-assisted instructional practices. Findings indicate that trust emerges through the interaction of technological reliability, ethical governance, and pedagogical professionalism rather than technological capability alone. Human-centered implementation supported by transparent institutional policies provides a sustainable foundation for responsible Artificial Intelligence adoption across contemporary educational ecosystems.
THE FUTURE OF GENERATIVE AI IN EDUCATION: OPPORTUNITIES FOR ENHANCING TEACHING AND LEARNING Akbar Syaiful Luneto; Kim Minho; Nurul Inayah Bachmid
Al-Hijr: Journal of Adulearn World Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i3.1314

Abstract

Rapid advancements in Generative Artificial Intelligence (Generative AI) have transformed educational practice by enabling intelligent content generation, personalized learning support, adaptive tutoring, automated feedback, and innovative instructional design. Expanding adoption of these technologies has created substantial opportunities for improving teaching and learning while simultaneously raising concerns regarding academic integrity, ethical governance, information reliability, and the evolving role of educators. This study aimed to examine the future potential of Generative AI for enhancing educational processes by investigating its pedagogical opportunities, instructional effectiveness, and broader implications for teaching and learning. A mixed-methods sequential explanatory design was employed, integrating quantitative evidence from learning analytics, academic performance, and standardized educational measures with qualitative data collected through interviews, classroom observations, reflective journals, and institutional document analysis. Findings demonstrated that Generative AI significantly improved academic achievement, learner engagement, creativity, critical thinking, self-regulated learning, instructional effectiveness, and course completion when implemented within well-structured pedagogical environments supported by active educator facilitation. Qualitative evidence further indicated that responsible integration depended on human oversight, ethical guidance, transparent institutional policies, and the development of learners' critical digital literacy. Results suggest that Generative AI functions most effectively as a collaborative pedagogical partner rather than a substitute for educators. Human-centered implementation supported by responsible governance provides a sustainable pathway for educational innovation and future digital transformation across diverse learning environments.
GENERATIVE AI FOR CONTENT CREATION IN EDUCATION: TAILORING LEARNING MATERIALS TO INDIVIDUAL NEEDS Roni Subhan; Syarifatul Hayati Zarfi; Pong Krit
Al-Hijr: Journal of Adulearn World Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i3.1315

Abstract

Growing diversity in learner characteristics, educational backgrounds, cognitive abilities, and learning preferences has increased the demand for adaptive instructional materials capable of supporting personalized learning experiences. Rapid advances in Generative Artificial Intelligence (Generative AI) provide new opportunities to automate educational content creation while tailoring learning resources to individual learner needs, although questions concerning instructional quality, pedagogical effectiveness, and responsible implementation remain unresolved. This study aimed to examine the effectiveness of Generative AI for developing personalized educational content and to evaluate its contribution to teaching and learning within higher education. A mixed-methods sequential explanatory design was employed, integrating quantitative evidence from learning analytics, standardized academic assessments, instructional quality measures, and technology acceptance surveys with qualitative data collected through interviews, classroom observations, reflective journals, and instructional document analysis. Findings revealed that AI-generated personalized learning materials significantly improved academic achievement, learner engagement, creativity, self-regulated learning, instructional quality, learning satisfaction, and course completion when supported by educator supervision and curriculum alignment. Qualitative evidence further demonstrated that adaptive content generation strengthened learner autonomy, instructional flexibility, and educational accessibility while emphasizing the continuing importance of human judgment, ethical oversight, and pedagogical expertise. Results indicate that Generative AI functions most effectively as a collaborative instructional design partner rather than a replacement for educators. Human-centered implementation supported by responsible governance and evidence-based instructional design provides a sustainable pathway for advancing personalized education across diverse learning environments.
RELIGIOUS MODERATION IN TAFSIR NUSANTARA: BALANCING SYARIAT AND HAKIKAT IN AL-QAUL AL-BAY?N BY SYEKH SULAIMAN AR-RASULI Melisa Rezi; Zulkifli; Eka Putra Wirman; Abrar
Al-Hijr: Journal of Adulearn World Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i3.1320

Abstract

The discourse on religious moderation in contemporary Islamic studies is generally understood within a socio-political framework or as a form of normative tolerance, thereby paying insufficient attention to the theological and spiritual foundations that sustain it. Within this landscape of previous studies, this research offers a distinctive and novel perspective by positioning religious moderation (wasathiyyah) as a conceptual integration between syariat and hakikat, constructed directly through Qur’anic exegetical narratives within the Tafsir Nusantara tradition. This study aims to examine how Syekh Sulaiman ar-Rasuli (Inyiak Canduang) formulates the concept of religious moderation through his interpretation of Juz 30 in Tafsir al-Qaul al-Bay?n f? Tafs?r al-Qur’?n, and how this construction reflects the distinctive wasathiyyah orientation of Nusantara scholars. This research employs a qualitative method using a textual study approach (library research), through a thematic analysis of eight surahs in Juz ‘Amma as the primary data source, supported by classical tafsir literature and contemporary studies on religious moderation. The findings show that religious moderation in Inyiak Canduang’s tafsir is constructed through four main dimensions: moderation in creed, worship, social life, and psycho-spiritual life. Moderation is not understood as a compromise of religious teachings, but as a balance between firmness of faith, inner sincerity, consistency in worship, social concern, and spiritual tranquility. This study contributes to strengthening the discourse on religious moderation in Indonesia by emphasizing the importance of a theological-spiritual foundation rooted in Qur’anic exegesis as the basis for fostering authentic, contextual, and sustainable religious life.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 4 (2026) Vol. 5 No. 3 (2026) Vol. 5 No. 2 (2026) Vol. 5 No. 1 (2026) Vol. 4 No. 4 (2025) Vol. 4 No. 2 (2025) Vol. 4 No. 1 (2025) Vol. 3 No. 4 (2024) Vol. 3 No. 3 (2024) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 4 (2023) Vol. 2 No. 3 (2023) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 4 (2022) Vol. 1 No. 3 (2022) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022) More Issue