SYAIKHONA: Jurnal Magister Pendidikan Agama Islam

CHATGPT AS A MAIN SOURCE OF LEARNING ISLAMIC RELIGIOUS EDUCATION: TRANSFORMATION OR DISTORTION OF EDUCATION

2026-05-09T10:07:52+00:00

This study aims to analyze the use of AI ChatGPT as a learning resource in Islamic Religious Education (PAI) materials at SMA Terpadu Mathla’ul Anwar Bojong. Based on the development of artificial intelligence technology, this study focuses on three aspects, namely the use of ChatGPT as a learning resource, its advantages and disadvantages, and the level of students' understanding after using it. This research uses a descriptive qualitative research approach. Descriptive qualitative is an approach that is used systematically to study a phenomenon or event through data in the form of narratives or descriptions obtained in natural conditions, without manipulation by the researcher. Its main characteristic lies in the effort to deeply explore experiences, meanings, and patterns that emerge in real situations by utilizing interview, observation, and document review techniques. The data collection techniques through interviews, observation, and documentation, the research involved PAI teachers and students as subjects. The research results show that ChatGPT is utilized as a supportive learning medium, helping to explain the material, providing example questions, and facilitating interactive discussions. Its advantages include ease of access, speed of information, and explanations that are easy to understand, while its disadvantages include the potential for inaccurate information, limited in-depth Islamic values, and students' dependence on technology. The level of students' understanding of PAI material increased significantly after using ChatGPT, but teacher guidance is still needed so that the use of technology runs optimally.

DECONSTRUCTING ISLAMIC RELIGIOUS EDUCATION CURRICULUM: A PHILOSOPHY OF SCIENCE ANALYSIS OF SPIRITUAL VALUE REDUCTION

2026-05-09T10:12:02+00:00

This study examines the reduction of spiritual values in Islamic Religious Education (IRE) curriculum within contemporary Islamic educational practice through a philosophy of science perspective. It aims to deconstruct the epistemological, ontological, and axiological foundations that shape the current curriculum and contribute to the marginalization of spiritual dimensions. Employing a qualitative philosophical inquiry with a critical-reflective paradigm, this study utilizes a deconstructive approach inspired by Jacques Derrida and is based on document and textual analysis of curriculum materials and relevant scholarly works. The findings reveal that the IRE curriculum is dominated by cognitive and positivistic orientations, resulting in a shift from transformative to merely informative learning. This condition leads to the formalization of religious knowledge, where spiritual internalization is weakened and reduced to normative understanding. Epistemologically, the curriculum reflects a dichotomy between religious and general knowledge, while axiologically it fails to cultivate holistic character formation. The study implies the need for a philosophical reconstruction of the IRE curriculum by integrating cognitive, affective, and spiritual dimensions to restore its role as a transformative educational process grounded in Islamic values.

INTEGRATING INSAN KAMIL VALUES AND WORK COMPETENCE IN MODERN ISLAMIC EDUCATION

2026-05-09T10:13:32+00:00

This study reconstructs Islamic educational objectives by integrating the classical concept of insan kamil with contemporary work competencies demanded by Industry 4.0/5.0. Employing a systematic literature review, we analyzed 45 peer-reviewed studies published between 2020 and 2025, retrieved from Scopus, Web of Science, and Google Scholar. The review applied explicit inclusion criteria focusing on literature that bridges Islamic philosophical concepts with modern competency frameworks, using targeted keyword combinations. The synthesis reveals strong epistemological alignment between the multidimensional insan kamil framework encompassing spiritual purification (tazkiyah), intellect ('aql), knowledge ('ilm), and practice ('amal) and 21st-century competencies such as critical thinking, digital literacy, emotional intelligence, and collaborative leadership. Building on Ibn Sina’s rational hierarchy, al-Ghazali’s spiritual ethics, and Fazlur Rahman’s modernist synthesis, this study proposes the “Insan Kamil Professional” model. Unlike the classical conception that primarily emphasizes moral and spiritual perfection, this reconstructed framework explicitly positions technical-professional competence as an essential dimension of vicegerency (khalifah), thereby contextualizing historical ideals for contemporary workforce realities. The model organizes development into three conceptual layers spiritual foundation, professional competence, and integrative synthesis culminating in ihsan (excellence in action). While this architecture conceptually balances spiritual and professional aims, we acknowledge inherent tensions between market-driven employability and spiritual authenticity, which require deliberate pedagogical navigation. As a conceptual synthesis, the model has not yet undergone empirical validation, and its literature scope is confined to selected academic databases. Nevertheless, the framework challenges epistemological dualism in Islamic education and provides actionable guidance for curriculum redesign, policy formulation, and future empirical testing.

RETHINKING ISLAMIC EDUCATION IN THE AGE OF UNCERTAINTY: A POST-TRADITIONAL PERSPECTIVE

2026-05-09T10:13:15+00:00

This study critically rethinks Islamic education in the contemporary age of uncertainty by developing a post-traditional governance framework responsive to ongoing epistemic, technological, and institutional transformations. Using a qualitative conceptual approach, the research synthesizes interdisciplinary perspectives from sociology, educational philosophy, governance studies, and Islamic intellectual tradition to examine changing configurations of authority, knowledge, and governance within Islamic education. The findings reveal a major shift from hierarchical and institution-centered authority toward what this study conceptualizes as networked legitimacy, where educational authority is increasingly shaped through relational interaction, digital mediation, and decentralized knowledge ecosystems. This transformation challenges conventional governance models rooted in centralized authority and rigid institutional control. However, the study argues that these changes also provide opportunities to reconstruct Islamic educational governance in ways that are more adaptive, participatory, and socially responsive while remaining normatively grounded. In response, the study proposes a post-traditional governance framework built upon three interconnected pillars: distributed governance, epistemic plurality with normative anchoring, and adaptive-reflexive management. Together, these pillars provide a governance model that integrates classical Islamic epistemic foundations with contemporary demands for flexibility, collaboration, and complexity awareness. The study contributes theoretically by bridging global educational theories with Islamic intellectual traditions and repositioning Islamic education within broader debates on uncertainty and governance transformation. Practically, it offers a conceptual framework for institutional reform and policy development. Ultimately, the study concludes that Islamic education must move beyond rigid institution-centered paradigms toward more dynamic and ecosystem-based approaches in order to remain ethically grounded, intellectually relevant, and institutionally resilient in an increasingly uncertain world.

PARENT–SCHOOL COLLABORATION IN ELEMENTARY ISLAMIC EDUCATION: QUR’AN MEMORIZATION AND CHARACTER

2026-05-09T10:11:42+00:00

Al-Qur'an memorization education has become one of the main priorities in the development of religious education in Indonesia, particularly in shaping students’ Qur’anic character. However, improving the quality of Qur’an memorization remains challenging without strong collaboration between parents and schools. This study aims to examine the role of parent school collaboration in supporting the enhancement of Qur’an memorization among students at Sekolah Tahfidz Plus Khoiru Ummah Majenang. This research employs a qualitative descriptive approach with data collected through in depth interviews, observations, and documentation involving school principals, tahfidz teachers, parents, and students. The data were analyzed using Miles and Huberman’s interactive analysis model with source and method triangulation to ensure data validity. The findings indicate that collaboration between parents and the school plays a vital role in improving students’ memorization progress and strengthening their Qur’anic character. Synergy built through intensive communication, emotional support, and active parental involvement at home creates a sustainable Qur’anic educational ecosystem. This collaboration has proven effective in enhancing students’ motivation, consistency, and discipline in memorizing the Qur’an. Future studies are recommended to expand the application of triangulation and integrate a longitudinal approach to achieve more comprehensive and in depth results.

ACTUALIZATION OF ISLAMIC EDUCATION VALUES IN THE SASAK MERARIQ TRADITION BY PEMBAYUN FIGURES

2026-05-09T10:08:32+00:00

Research on the Merariq tradition of the Sasak community in Central Lombok has thus far largely described the tradition as a cultural procession, but no study has systematically examined the role of the customary figure Pembayun in transmitting the values of Islamic Religious Education (PAI) through oral and symbolic media. This study aims to fill that gap by identifying the PAI values actualized by Pembayun and analyzing his role in internalizing those values within the Merariq tradition. Using a descriptive qualitative method through participatory observation, semi-structured interviews, and documentation in Semoyang Village, Central Lombok, in March 2025, this study finds that Pembayun actualizes nine PAI values, with five core values derived from the Qur'an (deliberation, mutual assistance, brotherhood, gratitude, and supplication for safety), and performs four main roles: caller of religious values, symbol of spiritual responsibility, moral educator, and practitioner of contextual da'wah. Theoretically, this study contributes by conceptualizing Pembayun as a hybrid agent mediating between local tradition and formal Islamic education, thereby enriching the theory of value internalization in local wisdom-based religious education. Its academic significance lies in providing an empirical model for analyzing non-institutional religious education within indigenous rituals, which has been overlooked in the PAI literature. Practically, the findings recommend systematic documentation of symbolic speech, regeneration of Pembayun by the village government and the Ministry of Religious Affairs, as well as comparative studies with other wedding traditions in West Nusa Tenggara.