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Menampilkan 1–3 dari 3 artikel
Environmental Moral Education in Multifaith Schools: Developing an Interreligious Pedagogical Model to Cultivate Ecological Responsibility
Wiwik Hidayati
; Sisca Septiani
; Jimmy Malintang
; Reza Noprial Lubis
International Journal of Religious Education and Philosophy
Vol 2
, No 3
(2025)
The growing environmental crisis underscores the need for education systems to foster ecological responsibility among students. This study explores the potential for multifaith schools to cultivate environmental moral education through an interreligious pedagogical model. By integrating diverse religious teachings on ecology, the proposed model aims to promote shared moral values for environmental protection and sustainability. The research addresses the gap in existing environmental education,...
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Evaluating the Role of Maqāṣid al-Sharīʿah in Formulating Ethical Frameworks for Artificial Intelligence in Islamic Jurisprudence
Wiwik Hidayati
; Eka Pandu Cynthia
International Journal of Islamic Religious Studies and Sharia
Vol 1
, No 2
(2024)
The rapid advancements in Artificial Intelligence (AI) have raised significant ethical concerns across various sectors, necessitating the need for robust ethical frameworks to guide their development and implementation. This study explores the intersection of AI ethics and Islamic law, focusing on how Maqāṣid al-Sharīʿah, the higher objectives of Islamic law, can be applied to AI governance. By examining key Islamic principles such as justice, transparency, privacy, and human dignity, the study...
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Assessing the Effectiveness of Peer-Mentoring Programs on Academic Persistence and Dropout Rates in Vocational High Schools
Sisca Septiani
; Wiwik Hidayati
; Ibrahim Youssef Farahat Ismail
International Journal of Education and Social Sciences
Vol 1
, No 2
(2024)
This study explores the impact of peer-mentoring programs on vocational high school (SMK) students, focusing on academic resilience, dropout rates, and overall academic performance. The research compares the outcomes of students in schools with and without peer-mentoring programs. The findings indicate that students participating in peer mentoring exhibited significantly lower dropout rates (12%) compared to those in the control group (22%). Additionally, the continuation rate for students in th...
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