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SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30642361     DOI : https://doi.org/10.70211/sakalima
Core Subject : Religion, Economy, Humanities, Education, Social,
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is a peer-reviewed journal dedicated to the publication of high-quality research and community service outcomes in the field of education and community empowerment. All publications in SAKALIMA are freely accessible, ensuring that articles are available online without any subscription fees. SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is an open-access journal, fully referenced, and exclusively published online since 2024. The journal is issued two times a year. The primary goal of this journal is to disseminate the results of community service initiatives that contribute to solving educational and societal issues. The focus of SAKALIMA extends beyond academic research; it centers on the application of knowledge, technology, and innovation in empowering communities, particularly in the context of education and social transformation. This includes, but is not limited to, sustainable community development programs, capacity building, and educational interventions.
Arjuna Subject : Umum - Umum
Articles 113 Documents
 8   9   10   11   12 
Budaya Literasi Digital-AI dalam Pendidikan Agama Islam: Penguatan Tabayyun Digital dan Integritas Akademik Ais Isti'ana
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.644

Abstract

Generative artificial intelligence (GenAI) has transformed how students access information, construct arguments, and complete academic tasks. In Islamic Religious Education (PAI), this transformation is not only technological but also epistemic and ethical because religious knowledge requires source validity, contextual interpretation, scholarly authority, and teacher guidance. This study aims to formulate an AI-digital literacy culture framework for strengthening digital tabayyun and academic integrity in PAI learning. Using an integrative literature review, this study synthesized 40 publications published between 2004 and 2026, with 37 publications concentrated in 2019–2026. Data were analyzed through literature extraction, thematic coding, and conceptual synthesis. The findings show that AI-digital literacy culture in PAI consists of six operational dimensions: information access literacy, AI limitation literacy, critical prompting literacy, digital tabayyun, academic integrity, and scholarly authority literacy. These dimensions indicate that AI can support exploratory learning, but its output must be verified through credible religious, academic, and pedagogical sources. The novelty of this study lies in transforming digital tabayyun from a moral recommendation into an observable academic procedure. The study implies that teachers, schools, and madrasahs need AI-use guidelines, source-verification rubrics, process-based assessment, and transparent AI disclosure to promote ethical and accountable learning in PAI.
Kesejahteraan Ibu dan Anak dalam Undang-Undang Nomor 4 Tahun 2024: Studi Kepustakaan Hukum Keluarga Islam Anna Berliana; Muhammad Zaki; Muhammad Yasir Fauzi
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.484

Abstract

The enactment of Law Number 4 of 2024 on Maternal and Child Welfare during the First Thousand Days of Life reflects Indonesia’s legal commitment to strengthening maternal protection, child rights, family resilience, and human resource development, yet persistent issues such as stunting, family vulnerability, limited legal literacy, and unequal access to services indicate an implementation gap between legal norms and social realities. This study aimed to analyze the implementation of Law Number 4 of 2024 and its relevance to Islamic family law in the context of Muslim families in Way Kanan Regency. This study employed a normative legal research design with a qualitative approach through library research. Primary legal materials consisted of Law Number 4 of 2024, the Marriage Law, and the Compilation of Islamic Law, while secondary materials included scholarly articles, books, government reports, and previous studies related to maternal and child welfare, Islamic family law, and maqashid sharia. The data were examined using normative content analysis and conceptual analysis to identify legal substance, Islamic family law principles, and points of harmonization between positive law and Islamic legal norms. The findings indicate that Law Number 4 of 2024 is substantively aligned with Islamic family law in the protection of mothers, fulfillment of child rights, family maintenance, hadhanah, and maqashid sharia, particularly hifz al-nafs, hifz al-nasl, and hifz al-‘aql. However, its implementation requires stronger coordination among local government, religious institutions, health workers, communities, and families, especially in addressing stunting, limited legal literacy, service inequality, and family vulnerability. This study concludes that Law Number 4 of 2024 can function as a bridge between national legal policy and Islamic family law, with implications for strengthening integrated, family-based, and religiously grounded protection for mothers and children.
Integrasi Teknologi Digital dalam Pembelajaran Pendidikan Agama Islam (PAI) di Era Digital Burhanudin Khairi; Agus Pahrudin; Nanang Supriadi; Ali Murtadho
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.508

Abstract

Digital technology has reshaped educational practice and requires Islamic Religious Education (PAI) to adopt learning designs that are pedagogically effective while remaining grounded in Islamic values. This library research aims to analyze the forms of digital technology integration in PAI learning, its pedagogical benefits, and the challenges that emerge in implementation. Data were collected through documentation of relevant books, scientific journal articles, proceedings, official documents, and electronic sources, then analyzed using qualitative descriptive analysis through identification, classification, comparison, and synthesis of the literature. The findings indicate that learning applications, interactive videos, e-learning platforms, social media, digital Qur’an applications, and artificial intelligence can support more flexible, interactive, and student-centered PAI learning. These technologies improve learning motivation, conceptual understanding, creativity, digital literacy, and teacher efficiency. Nevertheless, implementation remains constrained by unequal infrastructure, limited teacher digital competence, weak parental supervision, and the risk of exposure to inappropriate digital content that may affect students’ morals and social interaction. Therefore, the integration of digital technology in PAI should be accompanied by teacher professional development, adequate facilities, ethical digital literacy, parental involvement, and blended learning models. The study implies that digital innovation in PAI must be positioned not merely as media modernization but as a value-based pedagogical strategy that strengthens Islamic character in the digital era.
Transformasi Media Pembelajaran Digital Dalam Mendukung Pembelajaran Hybrid Di Perguruan Tinggi Agus Jatmiko; A'vi Amelia; Diah Irdiyana Rizqi; Αmia Kasmila; A'la Nirotul Fikri
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.542

Abstract

This study aims to analyze the transformation of digital learning media in supporting the implementation of hybrid learning in higher education and its implications for learning effectiveness. The rapid development of digital technology and the increasing adoption of hybrid learning have encouraged higher education institutions to integrate digital learning media into teaching and learning processes. This study employed a qualitative approach using Systematic Literature Review (SLR), in which data were collected from scientific journal articles, books, conference proceedings, and other relevant academic publications. The collected literature was analyzed through data reduction, classification, comparison, interpretation, and synthesis to obtain a comprehensive understanding of the research topic. The findings indicate that digital learning media contribute significantly to improving learning flexibility, lecturer–student interaction, accessibility to learning resources, and students' digital competencies. Various digital platforms, including Learning Management Systems (LMS), video conferencing applications, interactive multimedia, and cloud-based learning environments, have enhanced the effectiveness of hybrid learning. However, several challenges remain, including technological infrastructure limitations, unequal digital literacy, and disparities in access to digital technologies. The study concludes that the transformation of digital learning media represents a strategic approach to developing innovative, adaptive, and sustainable hybrid learning practices in higher education.
Evaluasi Pengalaman Pengguna (User Experience): Analisis Bahasa pada Fitur Chatbot Aisyah - Layanan Nasabah Perbankan Syariah Berbahasa Inggris Yeni Susanti
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.681

Abstract

Digital transformation in Islamic banking has accelerated the adoption of artificial intelligence-based customer service, including chatbot systems that are expected to provide fast, accessible, and inclusive banking assistance. This study aims to evaluate the user experience of Aisyah Chatbot as an English-speaking virtual assistant in Islamic banking services by focusing on linguistic quality, UX writing, conversational relevance, and language-related communication breakdowns. This study employed a descriptive qualitative approach using simulated English chat transcripts as the primary data source. The data were analyzed through an interactive model consisting of data reduction, data display, and conclusion drawing, supported by UX writing principles, Gricean conversational maxims, and linguistic breakdown analysis. The findings indicate that Aisyah Chatbot performs relatively well in informational and educational service scenarios, particularly when users ask clear and formal questions about Islamic banking products and digital account services. However, weaknesses remain in complaint-handling scenarios, especially when users employ natural English, informal expressions, broken grammar, or context-specific problem statements. These weaknesses appear in the form of irrelevant fallback responses, limited understanding of Islamic banking terminology, insufficient empathy, and failure to provide actionable solutions. The study concludes that language quality is a central determinant of chatbot user experience in Islamic banking because linguistic accuracy, pragmatic relevance, and empathetic response design directly influence service efficiency, user trust, and customer satisfaction. The implication of this study is that Islamic banking chatbots should be optimized through stronger English corpora for sharia banking terminology, improved natural language understanding, more contextual fallback responses, and seamless handoff mechanisms to human customer service when automated responses fail.
Peran Guru Pendidikan Agama Islam dalam Pendidikan Moderasi: Pembentukan Sikap Moderat Siswa SMP Negeri 1 Kelumbayan Barat Ahmad Mukhlis; Wan Jamaluddin; Dedy Irawan
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.639

Abstract

Religious moderation is an important concern in Islamic Religious Education because students need to develop tolerance, fairness, openness, and respect for diversity in increasingly complex social and digital environments. This study aims to analyze the role of Islamic Religious Education teachers in developing students’ moderate attitudes at SMP Negeri 1 Kelumbayan Barat, with particular attention to the strategies used and the supporting and inhibiting factors in the process. This research employed a qualitative descriptive approach. The study was conducted at SMP Negeri 1 Kelumbayan Barat, Tanggamus Regency, Lampung, involving Islamic Religious Education teachers, ninth-grade students, the principal, and relevant school personnel selected through purposive sampling. Data were collected through classroom observation, in-depth semi-structured interviews, and documentation. The data were analyzed thematically through data reduction, data display, and conclusion drawing, while validity was strengthened through source and technique triangulation. The findings indicate that teachers developed students’ moderate attitudes through contextual learning, group discussion, question-and-answer activities, storytelling, case-based learning, personal guidance, role modeling, religious activities, and school habituation programs. Supporting factors included school leadership, collaboration among teachers, parental support, religious activities, and a positive school culture. The main obstacles were peer influence, social media exposure, family background, and students’ limited ability to manage differences constructively. This study implies that Islamic Religious Education can serve as a strategic medium for strengthening tolerance, peaceful interaction, and inclusive character formation in schools.
Model Predict, Observe, Explain Berbantuan Time Sequence Card: Strategi Meningkatkan Keaktifan Belajar di MA Darul Huffaz Ayu Anggraini; Umi Hijriyah; Ida Faridatul Hasanah
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.641

Abstract

Student learning activity in Islamic Cultural History learning remains a challenge when instruction is dominated by conventional teacher-centered methods. Such learning conditions may limit students’ participation in asking questions, engaging in group discussions, observing historical events, and explaining historical materials coherently. This study aimed to examine the effect of the Predict, Observe,Explain (POE) learning model assisted by Time Sequence Card media on students’ learning activity in Islamic Cultural History at MA Darul Huffaz Pesawaran. This study employed a quantitative approach using a quasi-experimental method with a Posttest-Only Control Group Design. The sample consisted of 60 eleventh-grade students, comprising 30 students in the experimental class who received POE learning assisted by Time Sequence Cards and 30 students in the control class who received conventional instruction. Data were collected using a learning activity questionnaire covering students’ willingness to ask questions, participation in group discussions, and involvement in completing learning tasks. The data were analyzed using normality and homogeneity tests, followed by an independent-samples t-test using SPSS. The results showed a significance value of 0.005, which was lower than 0.05, indicating a statistically significant difference between the experimental and control groups. Therefore, the Predict, Observe, Explain learning model assisted by Time Sequence Card media had a significant effect on students’ learning activity in Islamic Cultural History learning.
Integrasi Kurikulum Berbasis Cinta dalam Pembelajaran PAI untuk Penguatan Moderasi Beragama di Madrasah Muhammad Rizal Akbar; Muhammad Rendy A; Dwy Yuliana; Aulia Zahra; Aisyah Zahiri; Lintang Rasti Jauza
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 2 (2025): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v2i2.706

Abstract

Religious moderation in madrasahs requires Islamic Religious Education (IRE) to move beyond cognitive transmission toward value internalization, dialogical learning, and an inclusive school culture. This study aims to synthesize how the Love-Based Curriculum is integrated into IRE learning and to formulate a conceptual framework for strengthening religious moderation in madrasahs. An integrative literature review was conducted by searching Google Scholar, GARUDA, DOAJ, and the SINTA portal from May to July 2025. Peer-reviewed Indonesian- and English-language publications issued mainly between 2020 and 2025 were selected using relevance, full-text availability, methodological clarity, and verifiable bibliographic identity as inclusion criteria. The final corpus comprised 29 peer-reviewed articles, supported by eight policy and methodological sources. Data were extracted into a matrix covering curriculum values, instructional strategies, teacher roles, school ecology, moderation outcomes, and evidence limitations, and were analyzed through deductive and inductive thematic coding. The synthesis identified four interrelated patterns: embedding the Panca Cinta values in learning objectives, content, activities, and assessment; employing dialogical, reflective, collaborative, case-based, and experiential pedagogy; positioning teacher exemplarity and inclusive madrasah culture as mechanisms of value internalization; and involving families and institutional leadership to sustain practice. However, most evidence remains conceptual, qualitative, and context-specific, preventing causal claims about reduced intolerance. The study proposes an integrated value, pedagogy, ecology, outcome framework. Its implication is that madrasahs should translate the Love-Based Curriculum into measurable learning indicators, teacher professional development, affective assessment, and longitudinal evaluation of religious moderation.
Integrasi Kurikulum Berbasis Cinta dalam Materi PAI: Strategi Internalisasi Kasih Sayang dan Toleransi di Madrasah Windayani Nurmatias; Deby Kartika; Sri Dwy Rahayu; Nadia Fajira
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 2 (2025): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v2i2.711

Abstract

Religious education in plural societies requires a pedagogical approach that connects doctrinal understanding with compassion, tolerance, social responsibility, and peaceful coexistence. This study aimed to synthesize the integration of Indonesia’s Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) into Islamic Religious Education (Pendidikan Agama Islam/PAI) in madrasahs and to formulate an operational framework for internalizing compassion and tolerance. A systematic literature review was conducted following PRISMA 2020 by searching the Scite scholarly index and conducting supplementary citation tracking for publications issued between 2024 and 31 December 2025. Of 87 records identified, 20 articles met the eligibility criteria, while the official 2025 KBC guideline was analyzed separately as the primary policy document. Data were extracted using a structured matrix and synthesized through deductive and inductive thematic analysis, with evidence classified as empirical, document-analytical, or conceptual. The findings indicate that KBC is organized around five official themes: love for Allah and His Messenger, knowledge, the environment, oneself and others, and the homeland, while compassion and tolerance function as cross-cutting values. Effective integration depends on the alignment of learning outcomes, contextualized PAI content, teacher modelling, dialogical-reflective activities, authentic social and environmental projects, supportive madrasah culture, and evidence-based affective assessment. However, the existing evidence remains dominated by qualitative, conceptual, and single-site studies, limiting causal and longitudinal conclusions. This study contributes an evidence-informed matrix linking the five themes to PAI content, pedagogical strategies, observable indicators, and implementation conditions; practically, the findings imply that madrasahs should strengthen teacher training, instructional supervision, school culture, and validated affective assessment to ensure that KBC is implemented substantively rather than administratively.
Pemanfaatan Kecerdasan Artifisial Generatif dalam Pembelajaran Pendidikan Agama Islam di SMA: Telaah Integratif Deni Suryanto; Eka Sukmawati; Khairatinnisa’ Humaira; Anisa Yasmin; Syarifah Khoirunnisa; Uswatun Nisa
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 2 (2025): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v2i2.722

Abstract

The rapid development of generative artificial intelligence (GenAI) has created new opportunities and challenges for Islamic Religious Education (IRE) at the senior secondary school level. This study aimed to analyze the development of GenAI in education, map its applications in the planning, implementation, and assessment of IRE learning, identify its pedagogical, epistemic-religious, and ethical risks, and formulate principles for responsible use. An integrative literature review was conducted by searching Google Scholar, GARUDA, the Directory of Open Access Journals, Scopus, and ERIC in June–July 2025. Publications issued between 2020 and 2025 were selected based on their relevance, full-text availability, bibliographic clarity, and discussion of the uses, benefits, risks, or governance of AI in education. A total of 24 sources were included, comprising 16 journal articles as the primary corpus and eight academic books or policy and theoretical documents as supporting sources. Data were extracted into an analytical matrix and synthesized thematically by distinguishing direct evidence from IRE learning in senior secondary schools from indirect evidence derived from other educational contexts. The findings indicate that GenAI is primarily used to support instructional material development, lesson planning, alternative explanations, adaptive learning, question generation, rubric development, and preliminary feedback. However, direct empirical evidence demonstrating improvements in IRE learning outcomes remains limited. Major risks include religious misinformation and hallucination, algorithmic bias, learner dependency, academic integrity violations, privacy concerns, unequal access, and reduced independent thinking. The study concludes that GenAI should function as a teacher-supervised instructional aid rather than a substitute for pedagogical authority and religious guidance. These findings imply that schools should develop AI literacy, religious-source verification protocols, authentic assessment practices, data-protection measures, and transparent institutional guidelines to ensure that GenAI supports meaningful, ethical, and value-oriented IRE learning.

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