Solo Universal Journal of Islamic Education and Multiculturalism

Balancing Tradition and Innovation: Curriculum Integration, Digital Competence, and Islamic Identity in Indonesian Pesantren

Muhammad Rehan Sabir — 2026-06-12

Objective: This study aims to analyze how Islamic boarding schools (pesantren) in Indonesia formulate and implement strategies for integrating curriculum reform, digital competence, and Islamic identity in response to contemporary educational modernization. Theoretical framework: The study is grounded in Homi Bhabha’s Cultural Hybridization Theory, which explains the negotiation between tradition and modernity, and the Technological Pedagogical Content Knowledge (TPACK) Framework, which emphasizes the effective integration of technology, pedagogy, and content knowledge in educational practice. Literature review: The literature review highlights ongoing debates concerning pesantren modernization, curriculum integration, digital transformation, state educational policies, and the preservation of Islamic authenticity. Methods: This research employs a qualitative case study approach involving three pesantren in Java representing urban, semi-urban, and rural contexts. Data were collected through semi-structured interviews with kyai, teachers, and students, classroom observations, document analysis, and triangulated qualitative coding using NVivo. Results: The findings reveal three distinct modernization patterns: full integration, hybrid integration, and traditional resistance. Urban pesantren demonstrate successful incorporation of STEM, ICT, and digital learning platforms while maintaining religious commitments. Semi-urban pesantren adopt selective hybrid models, whereas rural pesantren tend to resist technological integration due to concerns regarding cultural and spiritual erosion. Leadership orientation, institutional readiness, teacher competence, and infrastructure availability emerge as critical factors influencing modernization outcomes. Implications: The implications suggest that modernization and Islamic authenticity are not mutually exclusive but can be harmonized through balanced educational reform, adaptive leadership, and context-sensitive policies. Novelty: The novelty of this study lies in proposing an integrative strategic model that simultaneously combines curriculum integration, digital competence, and Islamic identity within a single analytical framework, offering a practical pathway for sustainable pesantren modernization while preserving religious and cultural values.

Reimagination of English Language Learning for Vocational Education: An Industry 5.0 Oriented English for Specific Purposes Learning Framework

Budi Indra Syahdewa — 2026-06-28

Objective: To analyze the development of English for Specific Purposes (ESP) learning in vocational education and propose an Industry 5.0-oriented learning framework. Theoretical framework: The study integrates ESP, Industry 5.0, employability skills, digital learning, and constructivist learning theories. Literature review: Previous studies emphasize ESP and digital learning, but a comprehensive framework integrating AI, Industry 5.0, and employability skills in vocational education remains limited. Methods: A qualitative Systematic Literature Review (SLR) was conducted by synthesizing articles from reputable databases using content and thematic analysis. Results: The findings indicate that effective ESP learning requires the integration of industry needs analysis, adaptive curriculum design, AI-supported learning, digital learning ecosystems, project-based learning, and employability skills, including communication, collaboration, critical thinking, creativity, and adaptability. These components form the basis of an integrated conceptual learning framework. Implications: The proposed framework provides practical guidance for vocational institutions, educators, and curriculum developers in designing adaptive, technology-enhanced, and industry-aligned English learning to strengthen graduate competitiveness in the Industry 5.0 era. Novelty: This study proposes an integrated Industry 5.0-Oriented ESP Learning Framework that combines AI, digital learning, industry needs, and employability skills into a single conceptual model for vocational English education.

From Self-Determination Theory to the Qur’anic Motivational Paradigm: A Psychological Reconstruction of Islamic Education through the Language of the Qur’an

Sutarman Sutarman — 2026-08-13

Objective: This study aims to reconstruct the psychology of Islamic education by developing the Qur’anic Motivation Paradigm (QMP) as an alternative motivational framework that complements the psychological-individual orientation of Self-Determination Theory (SDT) with moral, spiritual, and transcendental dimensions derived from the language of the Qur’an. Theoretical framework: The study positions SDT, particularly its three basic psychological needs—autonomy, competence, and relatedness—as the contemporary theoretical foundation, while integrating Qur’anic concepts of motivation, intention, self-regulation, responsibility, and spiritual orientation. Literature review: Existing literature demonstrates the significant contribution of SDT to understanding intrinsic motivation and learner engagement; however, its predominantly psychological framework provides limited conceptual space for transcendence, divine accountability, moral purpose, and spiritual consciousness central to Islamic education. Qur’anic linguistic concepts offer an important foundation for addressing this theoretical limitation. Method: This qualitative conceptual study employs conceptual analysis, philosophical inquiry, Qur’anic linguistic analysis, and theory-building procedures to critically examine SDT assumptions and systematically formulate an alternative motivational framework. Results: The analysis indicates that Qur’anic language functions not merely as a medium of revelation but also as a psychological architecture shaping intention, self-regulation, hope, moral responsibility, transcendental awareness, and orientation toward excellence. The QMP consequently comprises seven interconnected constructs: niyyah, ikhlāṣ, taqwā, iḥsān, rajā’, khawf, and amānah. Unlike SDT, which primarily conceptualizes motivation through psychological needs, QMP integrates cognitive, affective, moral, spiritual, and transcendental dimensions into a unified motivational process. Implications: The paradigm provides a theoretical foundation for developing Islamic Educational Psychology, designing spiritually integrated learning environments, and expanding contemporary motivational theory beyond individual psychological needs. Novelty: This study introduces QMP as a Qur’anically grounded motivational paradigm that reconstructs educational psychology through the linguistic architecture of the Qur’an, establishing a distinctive bridge between contemporary psychological theory and Islamic epistemology.

Integration of Artificial Intelligence in Islamic Education: Opportunities, Challenges, and Ethical Implications

Haya Huwaida — 2026-08-13

Objective: This study aims to analyze the opportunities, challenges, and ethical implications of the integration of Artificial Intelligence (AI) in Islamic Education and examine its relevance to the development of effective, adaptive, and Islamic values-based learning. Theoretical famework: This study uses a theoretical framework that combines the theory of technology integration in education, the concept of digital learning, and Islamic educational values sourced from the Qur'an and Hadith. This framework is used to understand how AI can be implemented without neglecting the ethical principles and goals of Islamic education. Literature review: Various studies show that AI is able to improve learning effectiveness through personalization of materials, automation of evaluations, and the provision of broader learning resources. Methods: This study uses a literature review method by analyzing various relevant scientific articles, books, and academic documents regarding AI and Islamic Education. Data was collected through a search of national and international scientific sources published in the last five years, then analyzed in a descriptive-qualitative manner. Results: The results show that AI has great potential in supporting the transformation of Islamic Education through more personalized, interactive, and efficient learning. On the other hand, the implementation of AI faces challenges in the form of human resource readiness, technological infrastructure, data security, and the need for ethical guidelines that are in accordance with Islamic values. Therefore, the use of AI needs to be balanced with character strengthening, digital literacy, and adequate supervision. Implications: The findings of this study provide implications for Islamic educational institutions, educators, and policymakers to formulate strategies for the use of AI that are not only oriented to learning effectiveness, but also pay attention to the ethical, moral, and objective aspects of Islamic education in forming people who have faith, knowledge, and noble character. Novelty: The novelty of this research lies in a comprehensive analysis that integrates the perspective of educational technology with Islamic ethical principles in the use of AI.

Artificial Intelligence and the Humanitarian Crisis: A Reconstruction of Islamic Ethics for Addressing Digital Dehumanization

Arbar Wijaya — 2026-08-27

Objective: This study aims to formulate an Islamic ethical framework based on monotheistic values and universal humanity in responding to the symptoms of digital dehumanization. Theoretical framework: This study uses the theoretical framework of Islam put forward by Nurcholish Madjid (Cak Nur), where Cak Nur positions monotheism as the foundation for equality, freedom, and the glorification of human dignity (insaniyyat). Literature review: The current development of artificial intelligence (AI) brings new challenges, where previous literature has highlighted the phenomenon of assimilation induced dehumanization that has an impact on the decline of human empathy. On the other hand, the study of AI ethics in Islam has been dominated by the approach of fiqh and Maqashid al-Sharia, thus leaving a blank space for theological-philosophical studies. Method: This study uses a qualitative method with a literature study approach, examining in depth Cak Nur's primary works as well as secondary literature related to human rights and technological ethics. Results: The results of the study show that AI has the potential to violate human rights when humans begin to be considered as mere commodities and statistical objects. Through this perspective, AI must absolutely be positioned as a profane entity that is obliged to "Islamize" or submit to human moral authority as a caliph on earth. Implications: As an implication, this research is expected to be a reflection for technology developers, policymakers, and the wider community to build a digital ecosystem that maintains a balance between faith, science, and charity. Novelty: The novelty of this research lies in the effort to attract the theological thought of Islamic figures of the archipelago into the ethical discourse of today's artificial intelligence, offering an alternative beyond the juridical-formal approach.

Artificial Intelligence Literacy and Digital Ethics among University Students: An Islamic Education Perspective at Universitas Muhammadiyah Kudus

Toni Ardi Rafsanjani — 2026-08-01

Objective: This study aims to analyze the level of artificial intelligence (AI) literacy and digital ethics among students at Universitas Muhammadiyah Kudus and to examine the effect of AI literacy on digital ethics from an Islamic education perspective. Theoretical framework: The study is grounded in the integration of AI literacy, digital ethics, and Islamic educational values. AI literacy encompasses understanding, application, critical evaluation, and risk awareness, while digital ethics emphasizes academic integrity, information verification, privacy protection, transparency, and responsible AI use. Islamic values of amanah (trustworthiness), sidq (truthfulness), tabayyun (verification), maslahah (public benefit), and hifz al-‘aql (protection of intellect) provide an ethical foundation for responsible AI use. Literature review: Previous studies have highlighted the importance of AI literacy for students’ technological competence and the growing need for digital ethics in academic environments. However, limited research has empirically examined the relationship between AI literacy and digital ethics while integrating Islamic educational values into a single analytical framework. Method: This study employed a quantitative explanatory approach using a cross-sectional survey design. Data were collected through a five-point Likert-scale questionnaire measuring AI literacy and digital ethics. Data were analyzed using descriptive statistics and simple linear regression at a significance level of 0.05. Results: AI literacy was categorized as high (mean = 3.96), as was digital ethics (mean = 4.05). AI use and application obtained the highest score, whereas critical evaluation of AI-generated outputs was the lowest. Regression analysis revealed a positive and significant relationship (R = 0.621; R² = 0.386; p < 0.001), indicating that AI literacy explained 38.6% of the variance in digital ethics. Implications: AI education should integrate technical competence, critical evaluation, information verification, privacy awareness, and ethical character formation. Novelty: The study’s novelty lies in integrating AI literacy, digital ethics, and Islamic values into one empirical framework, demonstrating that AI literacy is an important factor in strengthening students’ digital ethical behavior.