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All Journal EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya MAHABBAH : Jurnal Ilmu Ushuluddin Dan Pemikiran Islam
Nur Iffah Qoyyumillah
Universitas Kiai Abdullah Faqih Gresik
Religion Arts Humanities Education

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ISLAM MODERAT DAN RADIKALISME: KAJIAN TEORITIS TENTANG AYAT-AYAT RADIKALISME DALAM PRESPEKTIF ISLAM MODERAT Huril In; Intia Jul Alfania; Nur Iffah Qoyyumillah; Latifatul Fitriyah; Muhammad Arif Syihabuddin
MAHABBAH: Jurnal Ilmu Ushuluddin Dan Pemikiran Islam Vol. 1 No. 2 (2025): MAHABBAH : Jurnal Ilmu Ushuluddin Dan Pemikiran Islam
Publisher : MAHABBAH: Jurnal Ilmu Ushuluddin Dan Pemikiran Islam

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Abstract

This paper discusses the issue of radicalism in the context of Islam and how views on verses in the Qur'an are often misunderstood to justify acts of violence. With a qualitative approach and descriptive analysis, this study aims to explore verses that are often used as legitimacy by radical groups, as well as provide a contextual understanding from a moderate Islamic perspective. The results of the study show that moderate Islam emphasizes the values of tolerance, peace, and dialogue, which are contrary to radicalism. This research also proposes the importance of education and deradicalization as a method to overcome radicalization and promote a better understanding of islam.
A Bibliometric Analysis Of The Fragmented Nexus Between Pedagogical Competence, Mindfulness, And Teacher Burnout (2015–2025) Nur Iffah Qoyyumillah; Imam Nur Aziz; Nashrullah
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol. 9 No. 1 (2026): Edu-Religia: Jurnal Keagamaan dan Pembelajarannya
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edu-religia.v9i1.12446

Abstract

Teacher burnout has escalated from an occupational hazard to a systemic crisis globally, threatening educational sustainability in the post-pandemic era. While pedagogical competence and mindfulness are widely recognized as vital protective factors, (Gap) existing literature remains fragmented, often treating technical teaching skills and psychological well-being as isolated domains rather than synergistic mechanisms. This study aims to map the intellectual structure and thematic evolution of global research connecting teachers' pedagogical competence, mindfulness, and burnout prevention. Employing a bibliometric approach, metadata from Scopus-indexed articles published between 2015 and 2025 were analyzed using VOSviewer to visualize publication trends, co-authorship networks, and keyword co-occurrences. The results reveal a "symptom-centric" landscape dominated by Western institutions, yet characterized by weak cross-national collaboration. Crucially, the keyword analysis exposes a conceptual dichotomy: while "burnout" dominates as the central node, "mindfulness" (psychological) and "pedagogical competence" (technical) exist in disconnected clusters, indicating a lack of integrative research. These findings suggest an urgent need for "Integrated Professionalism" frameworks. Educational policy must move beyond segregated interventions by embedding mindfulness practices directly within pedagogical development programs to foster holistic teacher resilience against future disruptions.
Critical Reflection of 21st Century Teachers: Analysis of The Gap Between Ideal Pedagogical Competence Demands and The Reality of Technology Adaptation Ali Ahmad Yenuri; Nur Iffah Qoyyumillah; Muhammad Afandi; Muhammad Fikri Mubarrok; Moh Abdullah Kafi
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol. 9 No. 2 (2026): September-November (Edu-Religia
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

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This study aims to analyse the gap between the ideal demands of 21st-century pedagogical competence and the reality of technology adaptation experienced by teachers in their teaching practices. Rapid technological advancements require teachers to master modern pedagogical skills, including critical thinking, creativity, collaboration, communication, and the integration of pedagogical, content, and technological knowledge through the TPACK framework. However, various studies show that teachers still face significant barriers, such as low technological self-efficacy, inadequate training, and limitations in educational infrastructure. This research employs the Systematic Literature Review (SLR) method, utilising reputable academic sources to identify, evaluate, and synthesise findings related to teachers' pedagogical competence and technology adaptation. Thematic Content Analysis is used to map ideal competencies, the current state of technology adaptation, and sources of gaps. The results show that most teachers are still operating at a low level within the SAMR model, with technology use tending to be merely a substitution. This competency gap has a direct impact on learning effectiveness and student learning outcomes. The findings confirm the need for continuous professional development, redesigning teacher education curricula, and strong institutional support to bridge the gap between theory and practice. This research contributes to formulating the direction for improving teacher capacity in the digital era.
Co-Authors ali ahmad yenuri Huril In Imam Nur Aziz Intia Jul Alfania Latifatul Fitriyah Moh Abdullah Kafi Muhammad Afandi Muhammad Arif Syihabuddin Muhammad Fikri Mubarrok Nashrullah