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Al Ilmu
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30483204     DOI : https://doi.org/10.62872/xd8szp71
Core Subject : Education,
Education Other
Al Ilmu Journal (Journal of Islamic Religious Education) is a leading journal in Islamic educational institutions related to Islamic religious education. The journal promotes research and scholarly discussion on: The journal promotes research and scholarly discussion on: Islamic Education Learning Methods, Islamic education curriculum development, Islamic education curriculum implementation, Islamic education media and learning resources development, Islamic education learning evaluation, Islamic education learning practices in schools, Islamic Education Psychology, inclusive education in Islamic education, action research in Islamic education and everything related to Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 57 Documents
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The Role of Islamic Religious Education in Cultivating Religious Moderation Among Digital Youth Risza Presty Rumani
Al-Ilmu Vol. 3 No. 1 (2026): Al Ilmu- May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/f6qwc775

Abstract

The development of digital technology has changed the way adolescents access and understand religious teachings. Amidst the rapid flow of unverified information, Islamic Religious Education (PAI) plays a strategic role in shaping moderate character among digital youth. This study aims to analyze the role of PAI in fostering religious moderation, with a focus on learning strategies, the role of teachers, the use of digital media, as well as the challenges and solutions to its implementation. The study was conducted using a qualitative approach through case studies at MAN 1 and MAN 2 Sragen, using in-depth interviews, participant observation, and document analysis. The results show that the PAI curriculum in both madrasas has been integrated with moderate values ​​such as tolerance, social justice, and respect for differences. PAI teachers play a crucial role as facilitators and agents of change, while the use of digital technology has proven effective in increasing students' interest in learning about contemporary religious issues. Students who participated in moderation-based PAI learning showed significant improvements in religious digital literacy, tolerance, and the ability to engage in dialogue amidst diversity. Challenges such as low teacher digital literacy and the negative influence of social media still need to be addressed through ongoing training and collaboration with various parties. This finding strengthens the position of Islamic Religious Education as a transformative instrument in forming a young generation that is religious, inclusive, and adaptive to social and technological dynamics.
Building Students' Religious Character Through Project-Based Islamic Religious Education Learning in the Independent Curriculum Era Risza Presty Rumani
Al-Ilmu Vol. 3 No. 1 (2026): Al Ilmu- May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/wgf17j94

Abstract

This study aims to explore the formation of students' religious character through project-based Islamic Religious Education (PAI) learning in the Merdeka Curriculum era. Using a qualitative, descriptive-analytical approach, the study was conducted in several junior high schools in Bandung City with research subjects including PAI teachers, students, and principals. Data collection techniques used triangulation methods in the form of participant observation, in-depth interviews, and documentation studies. The results of the study indicate that project-based PAI learning is able to shape students' religious character effectively through the internalization of Islamic values ​​in real activities. Designed projects such as digital campaigns on honesty, educational videos on tolerance, and social activities based on Islamic values ​​have been proven to improve the understanding and application of religious teachings in everyday life. The implementation of Project-Based Learning (PJBL) provides space for students to experience a meaningful, collaborative, and reflective learning process. However, there are challenges in implementation such as limited resources, teacher readiness, and evaluation complexity. This study recommends the development of an adaptive curriculum and a continuous training program for teachers to optimize the effectiveness of project-based PAI learning in shaping students' religious character that is holistic, moderate, and inclusive in accordance with the spirit of the Merdeka Curriculum
The Manners of Educators and Students According to Az-Zarnuji's Thoughts: An Implicative Analysis Nurlindawati
Al-Ilmu Vol. 3 No. 2 (2026): Al Ilmu - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/qavprr36

Abstract

This qualitative-descriptive library research aims to explore the concept of educator and student etiquette in the thoughts of Burhanuddin Az-Zarnuji in the book Ta'lim al-Muta'allim, while also revealing its relevance to the moral crisis of contemporary education. Through content analysis methods on primary and secondary sources, this study dissects the two main ordinates of classical Islamic pedagogical ethics. The results of the analysis show that educator etiquette is manifested through sincerity, exemplary behavior, compassion, and patience, while student etiquette rests on purity of intention, respect for teachers, sincerity, and the selection of a healthy learning environment. Implicatively, Az-Zarnuji's reconstructive thinking offers an ethical-spiritual blueprint that urgently needs to be adopted in modern curricula to reform character education, strengthen teachers' prophetic professionalism, and build a contemporary academic ecosystem that is humanistic-religious.
Islamic Digital Literacy and Ethical Learning in Higher Education Arifuddin
Al-Ilmu Vol. 3 No. 2 (2026): Al Ilmu - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/d9nmgq86

Abstract

The rapid expansion of digital technology in higher education has transformed how students access, produce, and share knowledge, yet it has also exposed Islamic universities to ethical risks such as misinformation, plagiarism, and the erosion of adab (moral conduct) in online interaction. This article presents a systematic literature review examining how Islamic digital literacy and ethically grounded learning are conceptualized and implemented in higher education. Following the PRISMA 2020 protocol, twenty peer-reviewed studies published between 2022 and 2026 were analyzed thematically. The review finds that Islamic digital literacy is increasingly framed through maqāṣid al-Sharīʿah, integrating technical competence with moral discernment, religious moderation, and critical evaluation of online content. Institutional strategies include curriculum redesign, lecturer capacity building, and digital da'wah literacy programs, though implementation remains uneven due to infrastructural gaps and normative curricula that lag behind contemporary digital challenges. This review contributes a novel integrative framework linking three previously fragmented literatures: Islamic educational ethics, digital competency models, and higher-education governance. The findings offer practical implications for curriculum designers and policymakers seeking to cultivate digitally literate, ethically grounded graduates within Islamic higher education institutions.
Smart Learning Environments in Islamic Educational Institutions Muhammad Sidiq Asyahari
Al-Ilmu Vol. 3 No. 2 (2026): Al Ilmu - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/nggawf36

Abstract

Digital transformation has repositioned Islamic educational institutions—madrasas, pesantren, and Islamic universities as active adopters of Smart Learning Environments (SLE), yet the literature remains fragmented across disciplinary and national contexts. This article synthesizes twenty-five peer-reviewed sources published between 2021 and 2026 to examine how SLE concepts, components, and implementation challenges manifest specifically within institutions grounded in Islamic educational philosophy. Using a systematic literature review guided by a PRISMA-based selection procedure, sources were drawn from Google Scholar, Scopus, DOAJ, and Crossref, filtered for active, verifiable digital object identifiers. The review identifies four converging themes: infrastructure and governance readiness, artificial-intelligence-enabled pedagogical tools, teacher and student digital competence, and the ethical-spiritual safeguarding of Islamic values within digitally mediated instruction. Findings show that while smart classrooms, learning management systems, and AI-based media substantially improve engagement, personalization, and administrative efficiency, unresolved gaps in infrastructure equity, teacher readiness, and value-based governance persist, especially outside metropolitan areas. The study's novelty lies in proposing an integrated "Adab-Technology Alignment" framework that positions Islamic ethical principles as a design parameter not an afterthought within SLE architecture. The article concludes with implications for policy, institutional leadership, and future empirical research on faith-based smart education ecosystems.
Technology Acceptance of Artificial Intelligence among Islamic Education Teachers Khairil Anwar
Al-Ilmu Vol. 3 No. 2 (2026): Al Ilmu - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/b85r1283

Abstract

distinctive set of opportunities and tensions for teachers working within Islamic education institutions, where pedagogical innovation must be reconciled with religious values and epistemic authority. This study presents a systematic literature review examining the technology acceptance of AI among Islamic education teachers, synthesizing evidence published between 2022 and 2026. Following the PRISMA 2020 protocol, 25 peer-reviewed articles retrieved from Scopus, Google Scholar, DOAJ, and Sinta-indexed journals were analyzed to identify the determinants, facilitators, and barriers shaping teachers' acceptance of AI-based technologies. The review extends the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT/UTAUT2) by incorporating religiosity, digital literacy, self-efficacy, and pedagogical beliefs as constructs relevant to Islamic education settings. Findings indicate that perceived usefulness, perceived ease of use, digital literacy, trust, and institutional support consistently predict behavioral intention to use AI, while ethical and religious concerns, limited infrastructure, and inadequate training moderate adoption. Based on these findings, the review proposes an integrated conceptual model of AI acceptance tailored to Islamic education and offers practical implications for madrasah leaders, policymakers, and teacher-training institutions seeking to accelerate responsible AI integration without compromising Islamic pedagogical values.
Digital Transformation in Islamic Higher Education Institutions Handriandi
Al-Ilmu Vol. 3 No. 2 (2026): Al Ilmu - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/6kagz972

Abstract

Digital transformation has become a central agenda for higher education worldwide, and Islamic higher education institutions (IHEIs) are no exception. This article examines how digital transformation is reshaping teaching, management, and institutional identity within Islamic higher education, drawing on twenty-five recent scholarly sources published between 2022 and 2026. Using a qualitative literature review method with thematic synthesis, the study analyzes patterns across four dimensions: digital infrastructure and e-learning systems, artificial intelligence integration, institutional governance and leadership, and the preservation of Islamic values amid technological change. The findings show that while digitalization improves accessibility, administrative efficiency, and global competitiveness of IHEIs, it simultaneously exposes structural barriers such as the digital divide, uneven digital literacy among lecturers, and tension between technological innovation and religious-value preservation. The novelty of this study lies in its integrative framework that unites technological, managerial, and axiological dimensions of digital transformation, which prior studies have generally treated separately. This integrative lens offers a more holistic understanding of how Islamic higher education can pursue digital modernization without compromising its distinctive religious and moral mission. The article concludes with strategic recommendations for policymakers, university leaders, and educators to design context-sensitive digital transformation strategies for Islamic higher education institutions globally.

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