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Anwar Abidin
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Attaqwa:Jurnal Ilmu Pendidikan Islam
Published by Institut Agama Islam Daruttaqwa Gresik
ISSN : 16930649     EISSN : 26203901     DOI : https://doi.org/10.54069/attaqwa.v19i2
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Attaqwa: Journal of Islamic Education (p-ISSN 1693-0649 e-ISSN: 2620-3901) is published by Islamic Religious Education Study Program of Islamic Institute of Daruttaqwa Gresik, East Java, Indonesia. This journal is focused on the development of Islamic education, both locally, nationally and internationally through the publication of articles and research reports. This journal is published twice a year in Mart and September. The journal publishes empirical and theoretical research covering all aspects of Islamic Education: Deradicalization of Islamic Education, Philosophy of Islamic Education, Strategies and Methods in Islamic Education, Islamic Education Policy, Gender and Islamic Education, Comparison of Islamic Education, Islamic Education and Science, Nusantara Islamic Education, Pesantren Education Islamic Education and Social Transformation, Leadership of Islamic Education, Figure of Islamic Education, Islamic Education Management, Curriculum of Islamic Education, Innovation of Islamic Education and Madrasah Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2 Documents
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Search results for , issue "vol. 22 no. 2 (2026): integrative islamic religious education" : 2 Documents clear
Islamic Animated Media as an Educational Tool: An Analysis of Islamic Educational Values in Nussa and Rara and Their Impact on Elementary School Students’ Religious Competence Stefani Stefani; Karim Karim
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 2 (2026): Integrative Islamic Religious Education
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v22i2.1104

Abstract

The rapid development of digital media has significantly influenced children’s learning patterns, including their understanding of religious values. However, the integration of Islamic educational values through animated media as a structured learning resource in elementary schools remains underexplored. This study aims to analyze the Islamic educational values contained in the animated film Nussa dan Rara Season 2 and examine its impact on the Islamic religious knowledge of fifth-grade students at SDN 2 Toronipa. The research employed a qualitative content analysis method to identify and categorize Islamic educational values presented in the film, complemented by descriptive analysis of students’ religious knowledge after exposure to selected episodes. The findings reveal that the film contains comprehensive Islamic educational values, including aqidah values (tauhid and faith in Allah), worship values (prayer and dhikr), and moral values (good manners, cleanliness, honesty, and asking permission). These values are conveyed through child-friendly narratives and contextual storylines that align with students’ daily experiences. Furthermore, the film demonstrates a positive impact on students’ understanding of tauhid concepts, motivation to perform worship practices, memorization of daily dhikr, and the development of positive religious attitudes. The study implies that educative and Islamic-oriented audio-visual media can serve as an effective alternative instructional strategy to strengthen religious competence in elementary education.
AI-Mediated Critical Thinking: A Double-Edged Sword in Indonesian Higher Education Rizal Shohibur Ridlo; Femi Samuel ILIASU; Siti Ma`rufah
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 2 (2026): Integrative Islamic Religious Education
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v22i2.1155

Abstract

The proliferation of generative artificial intelligence (AI) in higher education presents a paradoxical challenge: while offering unprecedented access to information, it may simultaneously erode the very cognitive skills it aims to enhance. This study investigates the moderating role of digital literacy on the relationship between AI usage patterns and critical thinking skills among 245 Indonesian university students engaged in online learning. Employing a cross-sectional survey design, data were collected using the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the European Commission's Digital Competence Framework (DigComp 2.2). Multiple regression and Partial Least Squares Structural Equation Modeling (PLS-SEM) analyses revealed that AI usage intensity negatively predicted critical thinking (β = -0.24, p < 0.01). However, this relationship was moderated by digital literacy (β = 0.22, p < 0.01), with high digital literacy students demonstrating positive associations between AI use and critical thinking (β = 0.15, p < 0.05). In contrast, low digital literacy students showed stronger negative effects (β = -0.38, p < 0.001). Cluster analysis identified three distinct user profiles: selective users (35.1%) with the highest critical thinking scores (M = 35.8), instrumental users (41.6%, M = 32.1), and dependent users (23.3%, M = 27.4). These findings suggest that AI's impact on critical thinking depends on users' digital competencies, underscoring the need for integrated digital literacy curricula to harness AI's potential while mitigating cognitive offloading risks.

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