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Lentera Pendidikan: Jurnal Ilmu Pendidikan dan Keguruan Islam
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 30900611     DOI : https://doi.org/10.61166/lpki.v1i1.7
Core Subject : Religion, Education,
Religion Education Other
Lentera Pendidikan, Jurnal Ilmu Pendidikan dan Keguruan Islam is a peer reviewed academic journal published by Hellow Pustaka Publisher in Collaboration with Pascasarjana Institut Agama Islam Tasikmalaya. The journal dedicated to publishing high quality research and scholarly articles in the fields of education and teaching in Islam. The journal serves as a platform for scholars, educators, researchers, and policymakers to share innovative ideas, empirical findings, and theoretical perspectives on contemporary educational issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "vol. 2 no. 3 (2026)" : 5 Documents clear
Educational Responsibility In Islam: A Literature Review On The Roles Of The Family, Educational Institutions, And The State In Fostering A Faith-Based Generation Cahya Salasatun Aeni; Kambali; Isyraq Fauziyyah
Lentera Pendidikan: Jurnal Ilmu Pendidikan dan Keguruan Islam Vol. 2 No. 3 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/lpki.v2i3.29

Abstract

Pendidikan dalam Islam memiliki kedudukan yang sangat penting sebagai sarana pembentukan insan yang beriman, berilmu, dan berakhlak mulia. Tanggung jawab pendidikan dalam Islam tidak dapat dibebankan hanya kepada pendidik secara individual, melainkan merupakan amanah kolektif yang melibatkan keluarga, lembaga pendidikan, dan negara. Penelitian ini bertujuan mengkaji dan mensintesiskan konsep tanggung jawab pendidikan dalam Islam melalui telaah pemikiran klasik (Al-Ghazali, Ibnu Khaldun) dan kontemporer (An-Nahlawi, Arifin), sekaligus merumuskan pola relasi antara ketiga aktor tersebut. Penelitian ini menggunakan metode studi pustaka (library research) dengan analisis isi kualitatif (qualitative content analysis) yang meliputi tahap deskripsi, analisis komparatif, dan sintesis-interpretasi. Hasil kajian menunjukkan bahwa keluarga, lembaga pendidikan, dan negara tidak bekerja secara substitutif, melainkan saling melengkapi pada tiga tingkat tanggung jawab yang berbeda: keluarga sebagai fondasi nilai dan pembiasaan sebagaimana ditunjukkan oleh hadis fitrah, pemikiran An-Nahlawi, dan konsep malakah Ibnu Khaldun; lembaga pendidikan sebagai ruang pengembangan dan sistematisasi ilmu serta karakter melalui sintesis tujuan spiritual (Al-Ghazali) dan praktis-vokasional (Ibnu Khaldun); serta negara sebagai penjamin ekosistem pendidikan melalui kebijakan, regulasi, dan sumber daya. Sinergi berjenjang antara ketiga unsur tersebut menjadi fondasi utama dalam membina generasi yang beriman, berilmu, dan berakhlak mulia di tengah tantangan globalisasi dan perkembangan zaman.
Analisis Dampak Kecerdasan Buatan terhadap Pembelajaran melalui Konsep Malakah dan Mujāhadah dalam Tradisi Pendidikan Islam Rifqi Rifqi; Irwanto
Lentera Pendidikan: Jurnal Ilmu Pendidikan dan Keguruan Islam Vol. 2 No. 3 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/lpki.v2i3.75

Abstract

Penelitian ini bertujuan mengkaji fenomena penalti belajar kecerdasan buatan generatif, yakni penurunan kemampuan belajar yang muncul tertunda setelah penggunaan peranti tersebut, melalui kerangka konseptual pendidikan Islam serta merumuskan prinsip penilaian yang lebih sulit dialihkan kepada peranti (cognitive offloading). Bukti empiris mutakhir atas 26.811 siswa menengah di Tiongkok menunjukkan bahwa penggunaan kecerdasan buatan menaikkan nilai pekerjaan rumah sebesar 18 persen dan memangkas waktu pengerjaan sebesar 30 persen, namun menurunkan nilai ujian bulanan tertutup sebesar 20 persen dalam enam bulan dan nilai ujian masuk sebesar 18 dan 24 persen, dengan dampak penuh baru muncul setelah sekitar dua tahun. Jenis penelitian adalah penelitian kepustakaan dengan pendekatan deskriptif-analitis. Data dikumpulkan melalui dokumentasi atas studi empiris, kitab-kitab pendidikan Islam klasik, dan literatur akademik Indonesia mutakhir, lalu dianalisis dengan analisis isi kualitatif dan pemetaan konseptual. Penelitian ini berargumen bahwa konsep malakah Ibnu Khaldun menyediakan penjelasan teoretis pramodern yang sejalan dengan mekanisme yang diukur data tersebut, yaitu bahwa daya intelektual terbentuk melalui latihan berulang dan tidak cukup melalui pemahaman atau hafalan, sedangkan penekanan al-Zarnuji pada jidd dan mujahadah menempatkan kesungguhan sebagai unsur pembentuk ilmu, bukan beban yang perlu diminimalkan. Sebagai inferensi konseptual yang belum diuji secara empiris di Indonesia, penelitian ini mengajukan dugaan bahwa tradisi penilaian pesantren seperti sorogan dan bahtsul masail berpotensi lebih tahan terhadap cognitive offloading karena menilai proses belajar secara langsung, bukan produknya.
Dependence on Artificial Intelligence and the Risk of Declining Cognitive Engagement in Learning Faiz Musthofa Abbas; Mohamad Kholil; Muthi’ah Asholihah
Lentera Pendidikan: Jurnal Ilmu Pendidikan dan Keguruan Islam Vol. 2 No. 3 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/lpki.v2i3.76

Abstract

The development of generative artificial intelligence, particularly large language models such as ChatGPT, has transformed the ways in which students search for information, complete academic tasks, and produce academic texts. Alongside these benefits, concerns have emerged that excessive use of AI may reduce cognitive engagement, memory, critical thinking, and learning autonomy. This study aims to analyze the relationship between the use of generative AI and cognitive engagement in the learning process from the perspective of Anita Woolfolk’s educational psychology. This study employs a library research method by examining Woolfolk’s Educational Psychology, as well as empirical studies and scholarly literature on generative AI, cognitive offloading, critical thinking, memory, and learning. The data are analyzed descriptively and analytically by comparing cognitive psychology concepts with recent research findings on the use of AI in education. The findings indicate that AI cannot simply be characterized as making humans “stupid.” However, the use of AI that replaces the processes of understanding, remembering, evaluating, problem-solving, and reflecting on knowledge may reduce students’ opportunities to engage in the cognitive activities required for deep learning. From Woolfolk’s perspective, learning requires active student engagement, the development of metacognition and critical thinking, knowledge construction, and the application of knowledge across different contexts. Therefore, AI should be positioned as a cognitive scaffold and learning partner rather than as a substitute for students’ thinking processes.
Teachers’ Learning And Performance Goal Orientations In Responding To Curriculum Change And Their Implications For Performance Appraisal Selamet Selamet; Kambali; Muji Zain Naufal
Lentera Pendidikan: Jurnal Ilmu Pendidikan dan Keguruan Islam Vol. 2 No. 3 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/lpki.v2i3.77

Abstract

Curriculum change requires teachers to continually develop their competencies, adapt instructional practices, and respond to performance appraisal demands. In this context, learning and performance goal orientations provide important perspectives for understanding how teachers interpret educational change and professional evaluation. This article examines the conceptual relationship between these orientations, teachers’ responses to curriculum change, and the implications for performance appraisal. The study adopts a narrative-conceptual literature review and applies thematic analysis to a purposively selected body of recent research on goal orientation, teacher agency, curriculum reform, performance appraisal, and organizational support. It is not a systematic review and does not claim exhaustive coverage of the literature. The review suggests that learning orientation is associated with competence development, reflection, and pedagogical adaptation, whereas performance orientation relates to meeting standards and interpreting evaluation demands. However, these orientations are not necessarily opposing; their expression is shaped by trust, instructional leadership, collaborative culture, and policy conditions. Performance appraisal can support professional learning when it emphasizes feedback, reflection, and instructional improvement, but may constrain teacher agency when accountability becomes its dominant function. These findings highlight the importance of aligning teacher performance appraisal with professional development and the contextual demands of curriculum change. The article contributes an integrative conceptual understanding of teacher motivation and provides a basis for further empirical research into how goal orientations shape teachers’ experiences of reform and evaluation. Curriculum change requires teachers to continually develop their competencies, adapt instructional practices, and respond to performance appraisal demands. In this context, learning and performance goal orientations provide important perspectives for understanding how teachers interpret educational change and professional evaluation. This article examines the conceptual relationship between these orientations, teachers’ responses to curriculum change, and the implications for performance appraisal. The study adopts a narrative-conceptual literature review and applies thematic analysis to a purposively selected body of recent research on goal orientation, teacher agency, curriculum reform, performance appraisal, and organizational support. It is not a systematic review and does not claim exhaustive coverage of the literature. The review suggests that learning orientation is associated with competence development, reflection, and pedagogical adaptation, whereas performance orientation relates to meeting standards and interpreting evaluation demands. However, these orientations are not necessarily opposing; their expression is shaped by trust, instructional leadership, collaborative culture, and policy conditions. Performance appraisal can support professional learning when it emphasizes feedback, reflection, and instructional improvement, but may constrain teacher agency when accountability becomes its dominant function. These findings highlight the importance of aligning teacher performance appraisal with professional development and the contextual demands of curriculum change. The article contributes an integrative conceptual understanding of teacher motivation and provides a basis for further empirical research into how goal orientations shape teachers’ experiences of reform and evaluation.
Sinergi Kurikulum Berbasis Cinta Dan Pembelajaran Mendalam Dalam Pembentukan Karakter Holistik Santri Di Smp It Annur Buntet Pesantren Moh. Haitsam Afien; Yusuf MZ; Sapari Sapari
Lentera Pendidikan: Jurnal Ilmu Pendidikan dan Keguruan Islam Vol. 2 No. 3 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/lpki.v2i3.78

Abstract

Penelitian ini bertujuan menganalisis sinergi Kurikulum Berbasis Cinta (KBC) dan pendekatan pembelajaran mendalam (deep learning) dalam pembentukan karakter holistik santri di SMP IT Annur Buntet Pesantren, Cirebon. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan sepuluh informan (kepala sekolah, wakil kepala sekolah bidang kurikulum, tiga guru, dan lima santri), serta studi dokumentasi, kemudian dianalisis dengan model interaktif Miles, Huberman, dan Saldaña dan diuji keabsahannya melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa KBC berfungsi sebagai fondasi relasional yang membangun rasa aman psikologis (psychological safety) melalui relasi  santri berani bertanya, berbeda pendapat, dan bereksplorasi, sehingga pembelajaran mendalam, yang dijalankan dengan memadukan tradisi sorogan dan pembelajaran berbasis masalah, dapat berlangsung. Sinergi keduanya tampak pada indikasi berkembangnya dimensi kognitif, afektif, dan spiritual santri serta pada praktik berpikir kritis yang tetap dibingkai adab. Penelitian ini menyimpulkan bahwa KBC dan pembelajaran mendalam bekerja secara berurutan dan saling menguatkan, serta menawarkan model konseptual sinergi keduanya bagi pendidikan karakter di sekolah berbasis pesantren

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