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Muhammad Faiq
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TAZKIA JURNAL
Published by Lembaga PKBM DAARUL AHKAAM
ISSN : 30893402     EISSN : -     DOI : -
Core Subject : Religion, Economy, Health, Science, Education, Social, Engineering,
Religion Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Public Health Social Sciences Other
TAZKIA JURNAL : Published by Lembaga PKBM DAARUL AHKAAM Madiun, has one versions, namely online, all of which are registered with the ISSN established by the BRIN e-ISSN 3089-3402 (online). Accept manuscripts or article manuscripts in the field of applied research and downstreaming the results of community-based quantitative and qualitative scientific research into the Tazkia Jurnal format covering relevant scientific fields from various disciplines. TAZKIA JURNAL : Is a medium for publishing research results related to the thoughts and research of experts, scientists, practitioners and reviewers in the field of journal that contains scientific articles from various disciplines adopted in various activities and other applied research. Published twice a year, namely June and December. Articles published in Tazkia Jurnal include original scientific research results, new scientific review articles, or comments or criticisms on existing articles published in TAZKIA JOURNAL or in other scientific periodicals.
Arjuna Subject : Umum - Umum
Articles 25 Documents
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Ilmu Dalam Islam: Analisis Tentang Dikotomi Ilmu(Agama Dan Profan) Imam Adi Marianto; Ahmad Wahib
TAZKIA JURNAL Vol. 3 No. 1 (2026): TAZKIA JURNAL JUNI 2026
Publisher : PKBM DAARUL AHKAAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66020/tazkia.v3i1.33

Abstract

Dikotomi ilmu semakin menguat seiring dengan dominasi paradigma modern Barat yang bercorak sekular dan positivistik. mengidentifikasi dampak epistemologis dan etis dari dikotomi ilmu terhadap arah perkembangan ilmu pengetahuan, Penelitian ini menggunakan pendekatan kualitatif dengan tinjauan pustaka, studi ini melakukan analisis deskriptif analitis terhadap sumber akademik primer dan sekunder yang membahas dikotomi antara ilmu agama dan menghasilkan telaah dikotomi ilmu tidak hanya bersifat epistemologis, tetapi juga sosial dan moral, yang ditandai dengan berkembangnya ilmu pengetahuan tanpa kendali nilai serta menurunnya relevansi ilmu agama dalam menjawab persoalan kontemporer. Kondisi ini berkontribusi pada krisis etika, kemanusiaan, dan identitas umat Islam. Integrasi ilmu dalam Islam merupakan solusi epistemologis yang strategis dan mendesak, dengan menempatkan ilmu agama dan ilmu profan dalam kerangka tauhid yang utuh. Paradigma ini memungkinkan pengembangan ilmu pengetahuan yang tidak hanya unggul secara metodologis, tetapi juga berorientasi pada nilai, kebermanfaatan, dan keadilan sosial.
Upaya Profesionalitas Guru Dalam Upaya Meningkatkan Mutu Pendidikan Zacky Pandu Setiawan; Bahezta Lama'a Zahra
TAZKIA JURNAL Vol. 3 No. 1 (2026): TAZKIA JURNAL JUNI 2026
Publisher : PKBM DAARUL AHKAAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66020/tazkia.v3i1.42

Abstract

Penelitian ini menguraikan inisiatif pemerintah untuk meningkatkan status profesi guru setara dengan profesi lain, sebagaimana diatur dalam Undang‑Undang No. 14 Tahun 2005 tentang Guru dan Dosen serta program Pendidikan Profesi Guru (PPG). PPG merupakan program pasca‑S1 yang bertujuan mempersiapkan calon guru atau guru agar memiliki kompetensi, kemampuan praktis, serta memperoleh sertifikat pendidik. Metode yang dipakai adalah penelitian kualitatif dengan jenis kajian pustaka. Data dikumpulkan dengan mengumpulkan dan menelaah buku, jurnal, serta sumber lain yang relevan dengan topik. Temuan menunjukkan beberapa langkah pemerintah dalam meningkatkan profesionalisme guru, antara lain dengan menaikkan kualifikasi dan persyaratan jenjang pendidikan bagi tenaga pengajar dari tingkat sekolah hingga perguruan tinggi. Kebijakan tersebut menekankan penguatan profesionalisme melalui sertifikasi wajib, penyesuaian beban kerja, dan pengaturan masa pensiun. Selain itu, pemerintah juga perlu mengembangkan kemandirian guru, yang diyakini dapat menumbuhkan sikap profesional dan inovatif dalam melaksanakan tugas mendidik masyarakat menuju kehidupan dan kualitas yang lebih baik.
Elementary Islamic School Teachers' Competencies In The Digital Era Fadhilah Nur Ihsan; Muhammad Faiq Hirzulloh
TAZKIA JURNAL Vol. 3 No. 1 (2026): TAZKIA JURNAL JUNI 2026
Publisher : PKBM DAARUL AHKAAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66020/tazkia.v3i1.44

Abstract

This study examines the competencies of teachers at MI Muawanul Islam Uteran in coping with the digital era. It focuses on their ability to understand and utilize technology to support teaching and learning. Digital literacy skills are identified as a crucial component for integrating technology into instruction and for helping students develop 21st‑century competencies. The research employs a qualitative descriptive approach, using verifiable facts from an empirical investigation at MI Muawanul Islam Uteran. Data were collected through triangulation, with the researcher acting as the primary instrument. Findings indicate that teachers possess a basic understanding of digital learning media technologies. The main factors influencing teachers’ competency success in the digital age include relatively adequate facilities and infrastructure, though challenges remain, particularly limited resources and a lack of professional development due to low teaching motivation. Aligning competency development with technology is essential for enhancing education quality in the digital era.
AI Powered Analytics in Education: A Systematic Review of Predictive Models, Learning Insights, and Policy Implications Kholis Ali Mahmudi; Muhammad Luthvi Al-Hasyimi
TAZKIA JURNAL Vol. 3 No. 1 (2026): TAZKIA JURNAL JUNI 2026
Publisher : PKBM DAARUL AHKAAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66020/tazkia.v3i1.51

Abstract

Artificial intelligence is changing how student outcomes are predicted, how learning is personalized, and how evidence-based decisions are made in education. This review looks at research from 2018 to 2026 to explore how predictive modeling, teaching insights, and policy frameworks interact. It brings together 142 key articles and policy documents from sources such as Scopus, Web of Science, DOAJ, UNESCO, and the OECD. The review focuses on three main areas: designing predictive algorithms, turning data into practical teaching strategies, and developing policies that support accountability and fairness. The results show ongoing gaps between new technologies and what classrooms need, as well as uneven policy adoption, especially in lower-income areas. The review presents a governance matrix that combines transparency, teacher involvement, and policy alignment. By highlighting knowledge gaps and suggesting a step by step regulatory plan, the review aims to support responsible AI use in education and offer practical advice for policymakers, school leaders, and researchers.
Integrating Ethical AI and Personalised Learning Paths in Preschool Education: A Mixed-Methods Investigation of Global Policy Alignment and Pedagogical Implementation Hernik Khoirun Nisak; Samuji
TAZKIA JURNAL Vol. 3 No. 1 (2026): TAZKIA JURNAL JUNI 2026
Publisher : PKBM DAARUL AHKAAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66020/tazkia.v3i1.52

Abstract

This study explores how ethical artificial intelligence and personalised learning come together in preschool education, filling a key gap in early childhood research and policy. Using a mixed-methods approach, the research combines bibliometric mapping, cross-country policy analysis, and classroom data from 12 international centres. The results show ongoing gaps between AI rules and teaching practices that align with young children's learning. The study introduces the EthicalPersonalisation Framework (EPF) to put UNESCO’s AI ethics into practice through age appropriate, culturally sensitive curriculum design. Quantitative findings show notable gains in children’s cognitive engagement and social-emotional skills when AI personalisation is clear, limits data use, and supports teacher independence. Qualitative results highlight educators’ worries about unclear algorithms, developmental fit, and unequal resources. The study offers practical policy recommendations and a model that can be widely adopted to support global reforms in early childhood education and responsible AI use.

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