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Benny Prasetiya
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Al-hikmah : International Journal of Islamic Studies
Published by Education Research Center
ISSN : -     EISSN : 31099688     DOI : https://doi.org/10.64540/alhikmah
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Environmental Science Other
Al-Hikmah: International Journal of Islamic Studies is a peer-reviewed, open-access academic journal that focuses on the study and development of Islamic thought and civilization across disciplines. Published biannually, the journal serves as a platform for scholars, researchers, and practitioners around the world to share ideas, engage in critical discourse, and contribute to the enrichment of Islamic knowledge in a contemporary context. The journal welcomes original research articles, conceptual papers, and review studies that examine Islam from theological, philosophical, sociological, historical, legal, educational, and cultural perspectives. Al-Hikmah is committed to maintaining academic excellence, intellectual integrity, and global relevance in the field of Islamic Studies.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 56 Documents
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Mapping Muslim Religious Transformation through Digital Humanities: Evidence from Probolinggo M. Jadid Khadavi; Rifqi Khairul Anam
Al-Hikmah: International Journal of Islamic Studies Vol. 1 No. 1 (2025): JUNI
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/105gr813

Abstract

Digital technologies have transformed Muslim religious experiences by reshaping the ways religious knowledge is accessed, authority is negotiated, identities are constructed, and religious practices are performed. This study aims to map Muslim religious transformation through a digital humanities perspective by examining changes in religious authority, Muslim identity, and religious social practices in Probolinggo, Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews, digital observations, and documentation of digital religious practices, and analyzed through thematic analysis. The findings reveal three interconnected dimensions of transformation. First, digitalization has produced a hybrid model of religious authority, where traditional Islamic scholars and digital religious actors negotiate legitimacy through both scholarly recognition and online visibility. Second, digital platforms have become spaces for negotiating Muslim identity through religious expression, online participation, and community formation. Third, digital technologies have expanded religious social practices by connecting online and offline forms of Islamic engagement. This study contributes to digital Islam and Islamic studies by demonstrating that digital transformation does not replace traditional religiosity but creates a hybrid religious environment shaped by the interaction between technology, authority, identity, and social practices.
Digital Echo Chambers and Religious Polarization among Generation Z: Rethinking Islamic Education through Religious Moderation Moral And Spiritual Allifatur Rohma; Khoiriyah
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 2 (2026): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/24brn063

Abstract

Digital transformation has reshaped how Generation Z accesses, evaluates, and interprets religious information, creating new challenges for Islamic Education and religious moderation. This study examines patterns of religious information consumption among Generation Z Muslims, the emergence of digital echo chambers, students’ experiences in responding to religious differences, and the role of Islamic Education in strengthening religious moderation. A qualitative approach was employed in several senior high schools in Probolinggo City, East Java, involving Muslim Generation Z students as primary informants and Islamic Religious Education (PAI) teachers as supporting informants. Data were collected through in-depth interviews, observation, and documentation, and analyzed thematically through coding, theme development, review, and interpretation. The findings indicate that students’ religious information sources have expanded from conventional authorities to Google, YouTube, TikTok, social media, and AI. Repeated interaction with particular religious content contributes to patterns of digital echo chambers and may reinforce previously held beliefs, although it does not automatically result in religious polarization. Students demonstrate diverse responses to religious differences, including confusion, verification, dialogue, tolerance, and rejection of judgmental attitudes. The study’s originality lies in conceptualizing Islamic Education as a space for digital moderation navigation, integrating religious literacy, digital literacy, tabayyun, critical thinking, and dialogical engagement with religious differences. The study concludes that strengthening religious moderation requires transforming the role of PAI teachers from knowledge transmitters into facilitators who guide students in critically navigating fragmented digital religious information.
Reconstruction of Islamic Boarding School Education for Generation Z in the Era of Artificial Intelligence: A Conceptual Study of Contemporary Islamic Education Mohammad Saiful Rifai; Ahsan Hakim
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 2 (2026): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/8k98d656

Abstract

The development of Artificial Intelligence (AI) has transformed education, including Islamic boarding school-based education (pesantren). This transformation is increasingly complex because current learners are predominantly Generation Z, who have grown up in digital environments and display distinctive ways of accessing, processing, and interacting with knowledge. This study analyzes the relevance of pesantren educational values for Generation Z in the AI era and formulates a reconstruction of pesantren education that responds to contemporary demands. Using a qualitative approach through library research and conceptual analysis, data were drawn from scientific journal articles, books, proceedings, and academic documents related to pesantren education, Generation Z, digital transformation, and AI. The analysis involved identification, selection, classification, comparison, interpretation, synthesis, and conceptual construction. The findings show that values such as adab, morality, spirituality, trustworthiness, independence, discipline, role modeling, and respect for educators remain relevant for Generation Z. Pesantren education should therefore be reconstructed through three processes: maintaining fundamental values, adapting educational approaches to Generation Z characteristics, and developing new competencies, including AI literacy, critical thinking, information verification, creativity, problem-solving, and technology ethics. This study proposes the Maintain–Adapt–Develop model as a conceptual framework for reconstructing pesantren education in the AI era without losing its distinctive educational identity.
Exploring Students’Critical Thinking through Interaction with Generative AI: A Constructivist Perspective Allifatur Rohma; Ahsan Hakim
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 2 (2026): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/pj9sts76

Abstract

Abstract Generative Artificial Intelligence expands students’ access to information while raising questions about how they evaluate, verify, and construct knowledge. This study explores students’ critical thinking through interactions with Generative Artificial Intelligence from a constructivist perspective, focusing on interaction patterns, information verification, and knowledge construction. A qualitative multisite case study was conducted at two secondary schools, involving students experienced in using Generative Artificial Intelligence and teachers who observed or facilitated its use. Data were collected through observations, interviews, documentation, and field notes, then analysed thematically using within-case and cross-case analysis. Findings indicate that students interacted with Generative Artificial Intelligence in situational, iterative, and dialogical ways, treating it as an additional learning resource. Critical thinking emerged when students encountered uncertainty, contradictions, or inadequate explanations, prompting them to question, compare, verify, and reassess responses using textbooks, teachers, peers, digital sources, prior knowledge, and practical testing. These processes enabled students to connect new information with knowledge, resolve inconsistencies, and reconstruct understanding through reflection and application. The study identifies critical thinking as a cognitive process linking AI interaction with constructivist knowledge construction. Its findings suggest that educational value depends on pedagogical practices supporting inquiry, verification, reflection, and knowledge reconstruction rather than access to generated information.
Pedagogy of Coexistence: Negotiating Islamic Identity and Religious Moderation in Hindu-Majority Bali. Kholil Kholil; Khoiriyah
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 2 (2026): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/6vt2xs03

Abstract

Religious diversity poses an important educational challenge concerning how schools can strengthen students’ religious identity while simultaneously cultivating openness, intergroup understanding, and constructive participation in plural societies. This study examines how Islamic identity is constructed and negotiated through curriculum and educational practices in madrasahs situated within Hindu-majority communities in Bali, and how these processes generate a pedagogy of coexistence that supports religious moderation. A qualitative multiple-case study was conducted across four Islamic secondary schools in Tabanan, Bali, involving 40 participants comprising principals, vice-principals for curriculum, Islamic Religious Education teachers, and students. Data were collected through curriculum document analysis and semi-structured interviews and analysed using reflexive thematic analysis, within-case analysis, and cross-case comparison. The findings show that Islamic identity was constructed through religious anchoring accompanied by context-sensitive social openness rather than social withdrawal. The madrasahs maintained relatively firm theological boundaries while allowing more permeable social and cultural boundaries through selective cultural incorporation, structured intergroup encounters, reflective dialogue, and shared social action. These processes fostered empathy, perspective-taking, cultural intelligence, critical reasoning, peaceful conflict management, and critical digital literacy. The study conceptualises pedagogy of coexistence as a psychopedagogical process that begins with religious anchoring, develops through identity security, boundary awareness, and contextual negotiation, and is strengthened through structured encounter, reflective meaning-making, and shared action, contributing to coexistence competence. The findings contribute to educational psychology and Islamic education by showing how secure religious identity can support reflective, peaceful, and socially productive coexistence in multireligious settings.
Integrating Wasathiyah into the Islamic Education Curriculum through Teacher Mediation and Madrasah Culture Siti Nurhayati; Khoiriyah
Al-Hikmah: International Journal of Islamic Studies Vol. 2 No. 2 (2026): Desember
Publisher : PT. Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/evk0np95

Abstract

Religious moderation in Islamic education requires attention to how institutional commitments are translated into learning and everyday relationships. This study examines how educational actors at MA Nurul Muhajirin Berau describe the integration of wasathiyah into the Islamic education curriculum, with particular attention to teacher mediation, the hidden curriculum, and students’ encounters with differences. A descriptive qualitative design was employed. Interviews conducted on 24 September 2026 involved the head of the madrasah, the deputy head for curriculum, an Islamic education teacher, and Grade XI students. Documented interview responses were analysed thematically and compared across participant roles. The findings identify two interrelated pathways: explicit engagement with moderation through religious subject matter and implicit learning through teacher conduct, communal routines, and extracurricular interaction. Fikih learning was described as an important setting for introducing adab al-ikhtilaf, in which students were encouraged to consider reasons for different opinions and avoid personal hostility. The accounts also indicate dependence on educator consistency and challenges associated with religious information encountered online. The study proposes an interpretive framework linking institutional orientation, pedagogical mediation, and reported student experience. Its contribution lies in explaining their relationship while distinguishing opportunities for practising moderation from evidence of sustained internalisation. Strengthening wasathiyah therefore requires clearer curricular articulation, reflective dialogue, and assessment attentive to students’ reasoning and conduct. The findings remain context-bound and do not establish behavioural change or programme effectiveness.

Page 6 of 6 | Total Record : 56

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