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INDONESIA
Jurnal Pendidikan Islam
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 23554339     EISSN : 24608149     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 393 Documents
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Values-Based Artificial Intelligence for Sustainable Distance Learning in Islamic Higher Education Shakhnoz Khikmatovna Samiyeva; Shirinboy Sharofovich Olimov; Sevara Uchkun Kizi Barnoeva; Ulugbek Muradilloyevich Ibragimov; Nargiza Khakimovna Aslanova; Gulnoza Istam Kizi Egamova; Sayyora Sidik Kizi Mirzoeva; Zulaykho Khamidullaevna Khusniddinova
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The increasing use of artificial intelligence (AI) in higher education offers new opportunities for enhancing distance learning. However, limited research exists on how AI-supported environments can simultaneously promote academic achievement, learner autonomy, sustainability awareness, and values-based education, especially within Islamic higher education. This study addresses this gap by developing and evaluating an AI-supported adaptive navigation model that integrates personalized learning with Sustainable Development Goals (SDG)-oriented and values-based principles. Using a quasi-experimental design, 84 undergraduate students from an Islamic institution in Uzbekistan were assigned to either an experimental group (n=42) using the AI platform or a control group (n=42) receiving traditional online instruction. Data were collected via achievement tests, engagement questionnaires, system analytics, motivation scales, and technology acceptance measures, then analyzed through descriptive statistics, t-tests, regression, and ANCOVA. Results showed the experimental group achieved significantly higher learning outcomes (M=82.63) than the control (M=74.18). They also exhibited greater engagement, autonomy, and sustainability awareness, illustrating the positive impact of the AI approach. Students expressed favorable views on ethical technology use, inclusive education, and the social benefits aligned with SDG 4. Overall, AI-supported adaptive navigation enhances learning by combining personalized feedback, structured pathways, and values-driven experiences. Theoretically, this study contributes to the emerging concept of values-based AI in education by combining Islamic educational philosophy, the Community of Inquiry framework, and Self-Determination Theory, highlighting how intelligent environments support meaningful learning, empowerment, and ethics. Practically, it underscores the potential of ethical digital environments to foster sustainable, inclusive, value-driven higher education within Islamic contexts.
Fostering Adolescents’ Self-Disclosure Through Johari Window-Based Counselling: Toward a Pedagogical Framework for Islamic Education Fakhri Yacob; Andriansyah Andriansyah; Riska Rindayani; Mukhlis Mukhlis; Miftahul Jannah
Jurnal Pendidikan Islam Vol 12 No 2 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i2.55224

Abstract

Adolescent self-disclosure plays an important role in students’ social-emotional development, psychological well-being, and participation in educational environments. Although the Johari Window has been widely applied to enhance interpersonal awareness and communication, limited empirical research has examined its pedagogical value for fostering adolescents’ self-disclosure within Islamic educational settings or its contribution to Islamic educational scholarship. This study investigated the effectiveness of Johari Window-based individual counselling in fostering adolescents’ self-disclosure. Five purposively selected eighth-grade students with low self-disclosure participated in three Johari Window-based individual counselling sessions. Self-disclosure and changes in participants’ Johari Window profiles were assessed using the Adolescent Self-Disclosure Questionnaire (KKDR) and the Adolescent Johari Window Questionnaire (KJWR), with outcomes analyzed using paired-samples t-tests and normalized gain scores. The findings revealed a statistically significant improvement in students’ self-disclosure (p < .05), accompanied by a moderate normalized gain (N-gain = 0.59) and a progressive expansion of participants’ Open Areas, indicating enhanced reciprocal communication, interpersonal trust, and self-awareness. These findings demonstrate that Johari Window-based counselling effectively enhances adolescents’ self-disclosure while contributing to Islamic educational scholarship by positioning the Johari Window as a pedagogical framework that integrates reciprocal communication, interpersonal trust, self-awareness, and character development to support students’ social-emotional learning within Islamic educational contexts.
Toward a Holistic Model of Higher-Order Thinking Assessment in Islamic Environmental Education: Integrating Authentic Assessment, Moral Reasoning, and Sustainability Abd. Aziz Rekan; Mohd Istajib Mokhtar; Muhamad Nasir Mohamad Salleh; M. Agung Rokhimawan; Muchammadun Muchammadun
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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Abstract

The integration of Higher-Order Thinking Skills (HOTS) into Islamic education has become increasingly important in preparing learners to address complex environmental challenges through critical inquiry and ethical responsibility. Nevertheless, empirical evidence explaining how classroom assessment simultaneously cultivates higher-order thinking, moral reasoning, and sustainable behaviour remains limited. Consequently, this qualitative case study investigates how Islamic Education teachers implement HOTS assessment through the integration of environmental education in Malaysian secondary schools. Data were collected from three purposively selected teachers using semi-structured interviews, classroom observations, and document analysis, including lesson plans, students’ work, and school-based assessment records. Furthermore, the data were analysed thematically following the procedures of Miles, Huberman, and Saldaña. The findings reveal that HOTS assessment extends beyond merely measuring cognitive achievement by functioning as a holistic pedagogical process. It integrates authentic assessment, Islamic environmental ethics, and continuous classroom evaluation. Teachers employed oral questioning, contextualised written tasks, and behavioural observation to promote students’ abilities to analyse environmental problems, evaluate alternative solutions, reflect on Islamic values, and demonstrate responsible environmental practices. Based on these findings, the study proposes a conceptual model linking authentic HOTS assessment with higher-order thinking, moral reasoning, environmental stewardship, and responsible behavior. This model not only advances scholarship in Islamic education but also provides a theoretically grounded framework that connects holistic Islamic pedagogy with Education for Sustainable Development. Moreover, it offers practical guidance for designing value-based assessment in contemporary classrooms, thereby potentially enriching instructional strategies and fostering meaningful student engagement with environmental concerns.

Page 40 of 40 | Total Record : 393

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