https://ejournal.uiidalwa.ac.id/index.php/almunawwarah <p><strong>Al-Munawwarah: Journal of Islamic Education </strong>(e-ISSN: <a href="https://portal.issn.org/resource/ISSN/3089-8625" target="_blank" rel="noopener">3089-8625</a>) is a journal published by Islamic Religious Education Master Program, Universitas Islam Internasional Darullughah Wadda'wah Pasuruan. Al-Munawwarah is published twice a year on May and November. Al-Munawwarah is the leading journal in Islamic educational institutions concerning Islamic education. The journal promotes research and scholarly discussion concerning Islamic Education in Academic disciplines and Institutions, focusing on the advancement of scholarship both formal and non-formal education. Topics might be about Islamic educational studies in madrasah (Islamic schools), pesantren (Islamic boarding school), and Islamic education in university.</p> <p><img src="https://ejournal.uiidalwa.ac.id/public/site/images/abdmd515/jurnal.jpg" alt="" width="1080" height="540" /></p> Islamic Religious Education Master Program Universitas Islam Internasional Darullughah Wadda'wah en-US Al-Munawwarah: Journal of Islamic Education 3089-8625 https://ejournal.uiidalwa.ac.id/index.php/almunawwarah/article/view/5653 <p>Islamic higher education institutions based on the <em>pesantren</em> system possess distinctive characteristics in integrating academic traditions with <em>pesantren</em> values. This integration serves as an important strategy in producing graduates who are not only intellectually competent but also possess strong religious character and noble morals. The concept of students with a <em>santri</em> spirit has become a relevant identity for Islamic higher education institutions in responding to the challenges of modernity and moral degradation among the younger generation. This study aims to: (1) analyze the model of <em>pesantren</em>-based Islamic education in shaping students with a <em>santri</em> spirit; and (2) examine the implementation of academic and <em>pesantren</em> cultures in students’ daily lives. This study employed a qualitative approach using a case study design at the Institut Agama Islam Kyai Haji Ahmad Syairazi Al-Arsyadi (IAI KHAS Al-Arsyadi), Hulu Sungai Selatan Regency, South Kalimantan. Data were collected through observations of academic and <em>pesantren</em> activities as well as documentation of student development programs. Data analysis was conducted through data reduction, data display, and conclusion drawing, with triangulation techniques employed to ensure data validity. The findings reveal that the <em>pesantren</em>-based educational model is implemented through the integration of academic and <em>pesantren</em> curricula, habituation of worship practices, reinforcement of Islamic manners (<em>adab</em>), and dormitory-based guidance systems. The implementation of this model contributes to the development of students’ religious character, discipline, responsibility, and independence. This study contributes to the development of <em>pesantren</em>-based Islamic higher education models as an effort to cultivate students with a <em>santri</em> spirit in the contemporary era.</p> Abdul Muin Copyright (c) 2026 Abdul Muin https://creativecommons.org/licenses/by-sa/4.0 2026-07-18 2026-07-18 2 2 133 146 10.38073/almunawwarah.v2i2.5653 https://ejournal.uiidalwa.ac.id/index.php/almunawwarah/article/view/5654 <p>The growing use of generative artificial intelligence (GenAI) in education has created new opportunities for instructional innovation while simultaneously raising concerns regarding academic integrity, cognitive dependence, information accuracy, and ethical responsibility. These concerns are particularly significant in Islamic Religious Education, where learning is directed not only toward knowledge acquisition but also toward the formation of morality, spirituality, and proper conduct. This study examines the ethical use of GenAI from the perspectives of Madrasah Aliyah teachers and students in Banjarmasin. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed thematically. The findings show that teachers primarily used GenAI as a pedagogical support tool for preparing materials, contextual examples, discussion questions, and assessments, while students used it to obtain explanations, summarize content, generate ideas, and complete assignments. However, differences emerged in ethical perceptions: teachers emphasized honesty, responsibility, and the learning process, whereas students often prioritized efficiency and convenience. The study also identified risks related to uncritical copying, cognitive dependence, inaccurate religious information, and unclear boundaries of acceptable AI assistance. Responsible use therefore requires the integration of AI literacy with the Islamic principles of <em>ṣidq</em>, <em>amānah</em>, <em>adab</em>, <em>tabayyun</em>, <em>ma</em><em>ṣlaḥah</em>, and <em>ḥifẓ al-‘aql</em>. The study concludes that GenAI should function as a <em>wasīlah</em> that supports learning rather than replacing teachers, intellectual effort, or religious authority. Clear institutional guidelines, teacher mediation, source verification, and assessment redesign are necessary to ensure ethical and responsible AI use in <em>madrasah</em> education.</p> Muhammad Amin Copyright (c) 2026 Muhammad Amin https://creativecommons.org/licenses/by-sa/4.0 2026-07-18 2026-07-18 2 2 147 161 10.38073/almunawwarah.v2i2.5654