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Mohammad Zainal Hamdy
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al.abshar.staiduba@gmail.com
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+6285330777699
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al.abshar.staiduba@gmail.com
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Jl. PP. Darul Ulum Banyuanyar Poto'an Daya Palengaan Pamekasan Madura Jawa Timur 69362, Indonesia
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Al-Abshar: Journal of Islamic Education Management
Published by Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan
ISSN : -     EISSN : 29635853     DOI : https://doi.org/10.58223/al-abshar.v1i1
Core Subject : Science,
Decision Sciences, Operations Research & Management
Al-Abshar is a Journal of Islamic Education Management, published biannually: on June and December by Islamic Education Management Department, Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan, Indonesia. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research report, reviews in Islamic education in any fields including: 1) Leadership, 2) Public Relation Management, 3) Organizational Behavior, 4) Organizational Culture, 5) Human Resource Management, 6) Financial Management, 7) Decision Making, etc.
Arjuna Subject : Bisnis, Menejemen, dan Akutansi (semua kategori) - Strategi dan Menejemen
Articles 42 Documents
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Harnessing Artificial Intelligence for the Reinforcement of Islamic Values: A Transformation in Madrasah Education Irpani, Ayit
Al-Abshar: Journal of Islamic Education Management Vol. 4 No. 1 (2025): June
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-abshar.v4i1.465

Abstract

This study analyzes the transformation of Islamic education in madrasahs through the integration of Artificial Intelligence (AI) technology as a means to strengthen Islamic values. The research aims to understand how AI can be utilized not only to enhance learning effectiveness but also to support the internalization of moral and spiritual principles in education. Using a qualitative approach with a case study design, the research was conducted in two madrasahs that have adopted AI-based learning systems. Data were collected through in-depth interviews, participant observation, and documentation, and then analyzed using thematic analysis. The findings indicate that AI technology significantly enhances learning personalization, efficiency, and student engagement. Nonetheless, the success of this digital transformation relies on the teacher’s role as a moral and spiritual facilitator rather than a passive technology user. Teachers consciously embed Islamic values such as honesty (ṣidq), discipline (istiḳāmah), and responsibility (amānah) within AI-assisted learning interactions. However, several challenges remain, including limited digital infrastructure, insufficient teacher training in AI literacy, and the absence of formal policies supporting the systematic integration of Islamic values. This study concludes that the transformation of Islamic education in the AI era must harmonize technological innovation with spiritual and ethical guidance. The synergy between technology, educators, and institutional policy is crucial to developing adaptive, value-based Islamic education.
Ai-Driven Innovation In Islamic Schools: Impacts, Opportunities And Ethical Challenges Suryana, Agus; Mustaqim, Ismail; Rois, Ajun
Al-Abshar: Journal of Islamic Education Management Vol. 4 No. 1 (2025): June
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-abshar.v4i1.467

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed educational practices, including those within Islamic schooling systems. This study investigates the challenges, opportunities, and ethical implications of integrating AI technologies into Islamic education. The research aims to analyze how AI tools—such as adaptive learning systems, gamified instruction, digital learning content, and automated administration—enhance learning personalization, access, and engagement while maintaining Islamic educational values. Employing a qualitative descriptive approach, the study synthesizes findings from academic literature, case studies, and expert perspectives on AI-based pedagogy in Islamic contexts. The results reveal that AI contributes positively to improving instructional efficiency, contextualized learning, and global collaboration among Islamic institutions. However, the findings also highlight critical ethical concerns, including content conformity with Islamic teachings, data privacy, the risk of dehumanization in learning, and algorithmic bias. These issues underscore the need for value-sensitive AI design that complements, rather than replaces, human educators. The study contributes to the discourse on responsible technology integration in religious education, proposing a framework for ethical and culturally grounded AI implementation that preserves the spiritual, moral, and humanistic essence of Islamic learning.

Page 5 of 5 | Total Record : 42

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