AI-Driven Islamic Classroom Management in the Digital Era: The Roles of Neuro-Pedagogy, Spiritual Intelligence, and Innovative Teaching Performance

Tumiran Tumiran; Bahtiar  Siregar; Sakban  Lubis; M. Yunan  Harahap; Mhd. Habibu  Rahman

doi:10.48161/qaj.v6n2a2072

Authors

Tumiran Islamic Education Study Program, Faculty of Islamic Studies and Humanities, Universitas Pembangunan Panca Budi, Medan 20122, Indonesia; https://orcid.org/0000-0002-4063-3203
Bahtiar Siregar Master's Program in Islamic Education, Faculty of Graduate Studies, Universitas Pembangunan Panca Budi, Medan 20122, Indonesia. https://orcid.org/0000-0002-4795-0164
Sakban Lubis Master's Program in Islamic Education, Faculty of Graduate Studies, Universitas Pembangunan Panca Budi, Medan 20122, Indonesia. https://orcid.org/0009-0009-1475-7286
M. Yunan Harahap Master's Program in Islamic Education, Faculty of Graduate Studies, Universitas Pembangunan Panca Budi, Medan 20122, Indonesia. https://orcid.org/0009-0009-0287-3992
Mhd. Habibu Rahman Master's Program in Islamic Education, Faculty of Graduate Studies, Universitas Pembangunan Panca Budi, Medan 20122, Indonesia. https://orcid.org/0000-0002-6053-0906

DOI:

https://doi.org/10.48161/qaj.v6n2a2072

Keywords:

Islamic AI-integrated education, Neuro-pedagogy in Islamic learning, Classroom management innovation, Spiritual intelligence in teaching, Digital transformation in madrasah education

Abstract

The rapid advancement of digital technologies and artificial intelligence (AI) is reshaping educational systems worldwide, including Islamic education institutions that seek to preserve spiritual and ethical values while embracing pedagogical innovation. This study investigates the influence of digital technology integration, Islamic neuro-pedagogy, classroom environment, and teachers’ spiritual intelligence on Islamic classroom management and innovative teaching performance in madrasahs in Medan City, Indonesia. A quantitative research design was employed using structured questionnaires distributed to 120 teachers, and the collected data were analyzed through path analysis to examine direct and mediating relationships among variables. The findings reveal that Islamic neuro-pedagogy exerts the strongest positive effect on innovative teaching performance (β = 0.268), followed by digital technology integration (β = 0.253). Although classroom environment and spiritual intelligence demonstrate comparatively smaller direct effects, both significantly contribute to effective pedagogical practices and classroom interaction. Furthermore, Islamic classroom management plays a significant mediating role, strengthening the relationship between technological, cognitive, and spiritual dimensions and teachers’ innovative performance. The study proposes a holistic framework for AI-supported Islamic education that integrates neuroscience-informed pedagogy, digital learning technologies, and spiritual intelligence within value-based classroom management practices. These findings contribute theoretically to contemporary Islamic educational research and provide practical implications for educators, curriculum designers, and policymakers seeking to foster innovative, ethical, and spiritually grounded learning environments in the digital era.

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