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All Journal Journal Innovation In Education Fatih: Journal of Contemporary Research Journal of Islamic Education and Learning
Jakaria Umro
Universitas PGRI Wiranegara
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Implikasi Media Sosial Generasi Z Terhadap Pendidikan Islam Shonia Tita Amelina; Vernisa Okta Ramadhani; Nisyyah Khoirotul Ilmiah; Jakaria Umro
Fatih: Journal of Contemporary Research Vol. 3 No. 1 (2026): January-June
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/pztb4m14

Abstract

Penelitian ini bertujuan untuk menganalisis implikasi penggunaan media sosial oleh Generasi Z terhadap pendidikan Islam. Generasi Z sebagai generasi digital native memiliki intensitas tinggi dalam mengakses berbagai platform media sosial, yang berdampak pada pola belajar, sikap, serta pemahaman keagamaan mereka. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur dan observasi terhadap fenomena penggunaan media sosial di kalangan pelajar. Hasil penelitian menunjukkan bahwa media sosial memiliki implikasi positif dan negatif. Secara positif, media sosial dapat menjadi sarana dakwah, sumber pembelajaran agama yang fleksibel, serta media interaksi edukatif. Namun, secara negatif, media sosial juga berpotensi menimbulkan distraksi belajar, penyebaran informasi keagamaan yang tidak valid, serta penurunan etika dalam berkomunikasi. Oleh karena itu, diperlukan peran guru, orang tua, dan lembaga pendidikan dalam membimbing penggunaan media sosial secara bijak agar selaras dengan nilai-nilai pendidikan Islam.
Transformasi Struktur Sekolah Menuju Pendidikan Islami Holistik: Studi Literatur tentang Integrasi Nilai PAI Muhammad Mauludi Kurniawan Wawan; Muhyiddin; M. Rizal Hardiansyah; Jakaria Umro
Journal of Islamic Education and Learning Vol. 6 No. 1 (2026): Journal of Islamic Education and Learning
Publisher : Sekolah Tinggi Ilmu Syrari’ah Daru ‘Ulum (STSDU) Lampung Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63761/jiel.v6i1.192

Abstract

The abstract provides a comprehensive overview or a concise summary This study aims to analyze the transformation of school structures toward holistic Islamic education through the integration of Islamic Religious Education (PAI) values. The method used is library research with a descriptive qualitative approach, by analyzing relevant scientific literature from the last five years. The findings indicate that the transformation of school structures not only involves curriculum aspects but also includes school culture, institutional management, and the role of teachers as role models of Islamic values. The holistic integration of PAI values contributes to shaping students who are not only academically competent but also possess strong spiritual, moral, and social awareness. This study concludes that the success of transforming holistic Islamic education depends on the synergy between institutional structures, value implementation, and the commitment of all school stakeholders.
Media Sosial dan Perubahan Pola Belajar Gen Z dalam Pendidikan Islam Lailatul Khoiriyah; Ludziatul A’yuni; Kamila Nur Annisa; Jakaria Umro
Journal of Islamic Education and Learning Vol. 6 No. 1 (2026): Journal of Islamic Education and Learning
Publisher : Sekolah Tinggi Ilmu Syrari’ah Daru ‘Ulum (STSDU) Lampung Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63761/jiel.v6i1.193

Abstract

The development of social media has significantly transformed the learning patterns of Generation Z, including within the context of Islamic education. Social media functions not only as a communication tool but also as a primary source for accessing Islamic knowledge quickly and widely. This phenomenon has shifted learning patterns from conventional approaches to more flexible, visual, and instant digital learning. This study aims to analyze how social media influences the changes in Gen Z’s learning patterns and its implications for Islamic education. The research employs a library research method by reviewing various scholarly literatures related to sociology of education, digital culture, and Islamic learning in the era of social media. The findings reveal that social media encourages more independent, adaptive, and need-based learning patterns, yet tends to promote superficial and fragmented understanding. Additionally, there is a shift in knowledge authority from formal institutions to popular figures on social media. In the context of Islamic education, this raises challenges in maintaining depth of understanding and scholarly authority. In conclusion, social media plays a significant role in transforming Gen Z’s learning patterns, requiring adaptive learning strategies that preserve the essential values of Islamic education.
Manusia Satu Dimensi di Bangku Sekolah: Analisis Teori Kritis Herbert Marcuse terhadap Pendidikan yang Menjinakkan Laily Divia Amlati; Khumairo Wardatul Jannah; Rizqi Dwi Cahyati; Jakaria Umro
Journal Innovation In Education Vol. 4 No. 2 (2026): Juni: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v4i2.3736

Abstract

Education is fundamentally a vehicle for human emancipation; however, contemporary school institutions often shift their function into pragmatic instruments of ideological domestication. This study aims to analyze the domestication of students' critical thinking in schools through the lens of Herbert Marcuse's Critical Theory on the "One-Dimensional Man". Using a qualitative approach with a library research method, this study performs a content analysis of Marcuse’s theoretical framework, contextualizing it with current literature in the sociology of education. The findings reveal that modern schooling has undergone acute commodification, where knowledge is reduced to economic exchange value and the fulfillment of "false needs" through the fetishism of quantitative academic indicators. This domestication is structurally embedded through technocratic, industrybiased curricula (link and match), standardized mass evaluations, and a hidden curriculum that institutionalizes a bureaucratic culture of obedience. Through the mechanisms of repressive tolerance and uncritical digitalization, schools amputate students' "negative thinking," trigger academic alienation, and eliminate "healthy unhappiness." Ultimately, schools function as ideological factories that mass-reproduce One-Dimensional Mena generation instrumentally and technically capable but ethically and philosophically paralyzed. This study concludes that a radical deconstruction is urgently required by reclaiming classrooms through criticalemancipatory pedagogy to restore the true purpose of schooling in humanizing human beings.  
Co-Authors Kamila Nur Annisa Khumairo Wardatul Jannah Lailatul Khoiriyah Laily Divia Amlati Ludziatul A’yuni M. Rizal Hardiansyah Muhammad Mauludi Kurniawan Wawan Muhyiddin Nisyyah Khoirotul Ilmiah Rizqi Dwi Cahyati Shonia Tita Amelina Vernisa Okta Ramadhani