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All Journal EduReligia : Jurnal Pendidikan Agama Islam DEVELOPMENT : Journal of Community Engagement Indonesian Journal of Educational Development (IJED) Journal of Educational Management Research Ghaitsa: Islamic Education Journal Academicus ISTIFHAM IEC: Journal of Educational Innovation
Mona Novita
Universitas Nurul Jadid
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Internalisation of Ahlussunnah wal Jama'ah values among Umrah Pilgrims from the Perspective of Islamic Religious Education Moh. Affan; Ahmad Shauqi Alaika Rohman; Siswanto; Mona Novita
Academicus: Journal of Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i1.125

Abstract

This study is motivated by the importance of strengthening moderate religious understanding amid the increasing complexity of contemporary religious practices, particularly among umrah pilgrims with diverse backgrounds. In the context of Islamic Religious Education, the internalisation of Ahlussunnah wal Jama’ah (Aswaja) values plays a crucial role in shaping balanced, tolerant, and inclusive religious character. Previous studies have mostly focused on the ritual and managerial aspects of umrah, while limited attention has been given to the process of internalising Aswaja values through non-formal Islamic education among pilgrims. Therefore, this study aims to analyse the process, strategies, and implications of internalising Aswaja values among umrah pilgrims. This research employs a qualitative approach using a case study design conducted at three Umrah travel agencies. Data were collected through interviews, observations, and documentation, and analysed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the internalisation of Aswaja values occurs systematically through pre-departure manasik (ritual guidance), mentoring during the pilgrimage in the holy land, and post-umrah reinforcement, integrating cognitive, affective, and psychomotor aspects. The strategies applied include persuasive lectures, interactive dialogue, role modelling, habituation, and contextual experiential learning.  The implications of this study indicate a transformation in pilgrims’ religious understanding and practices toward being more moderate, tolerant, and inclusive. Theoretically, this study contributes to the discourse of Islamic Religious Education by emphasising that umrah travel agencies function not only as service providers but also as agents of non-formal Islamic education in fostering sustainable religious awareness and moderate Islamic values.
Effectiveness of Kahoot-assisted PBL on the rapid reading ability of SLB students in Nias Epi Supriyani Siregar; Ika Purnama Sari -; Burhanuddin; Muhammad Isnaini; Mona Novita
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6209

Abstract

Speed-reading ability among students with special needs remains low, with most reading below the expected standard. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by Kahoot in improving students' speed-reading ability. A quasi-experimental design with a pretest-posttest control group was employed. The population consisted of students from five special schools (SLB) in Nias Regency. A total of 97 students were selected using purposive sampling and divided into an experimental group (n = 49) and a control group (n = 48). Data were collected through reading speed tests, observation sheets, and student engagement questionnaires. The instruments were validated prior to use. Data were analyzed using PLS-SEM with SmartPLS 4.0. The results indicate that the PBL-Kahoot model significantly improves students' speed-reading ability. Student engagement plays a mediating role, and the model explains a substantial proportion of variance in reading performance. The intervention shows varying effectiveness across different types of special needs, with higher gains observed in certain groups. In conclusion, the integration of PBL and Kahoot effectively enhances speed reading ability through increased student engagement. It is recommended that teachers adopt technology-assisted, student-centered learning models and adapt them to students' specific needs.
MANAGEMENT PRACTICES AND ISLAMIC ENTREPRENEURIAL LEADERSHIP: ORGANIZATIONAL EFFECTIVENESS IN ISLAMIC HIGHER EDUCATION Heru Setiawan; Mohd Kasturi Nor bin Abd Aziz; Irwan Fathurrochman; Zulhimma Zulhimma; Mona Novita
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.15291

Abstract

This study aimed to investigate the role of management practices and Islamic Entrepreneurial Leadership in enhancing organizational effectiveness of Islamic educational institutions in Indonesia, with Islamic work ethic as an additional predictor variable. The research employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the SEMinR package. Data were collected through structured questionnaires distributed to 250 lecturers at Perguruan Tinggi Keagamaan Islam Swasta (PTKIS) across Indonesia, yielding 218 valid responses. The measurement model demonstrated excellent reliability (Cronbach’s Alpha > 0.86) and validity (AVE > 0.71) for all constructs. The structural model revealed that Islamic work ethic (β = 0.756, t = 32.575) and Islamic Entrepreneurial Leadership (β = 0.744, t = 24.473) significantly and positively influence organizational effectiveness, while management practices exhibited a significant negative effect (β = -0.508, t = -24.082). The model explained 99.25% of the variance in organizational effectiveness (R² = 0.9925). These findings suggest that Islamic educational institutions should prioritize cultivating Islamic work ethic values and developing Islamic Entrepreneurial Leadership capacity, while critically re-evaluating existing management practices that may be overly bureaucratic or misaligned with institutional goals. This study contributes to the limited empirical evidence on organizational effectiveness in the unique context of Islamic higher education institutions in Indonesia
Lubuk Larangan sebagai Etnopedagogi Pendidikan Agama Islam Berbasis Kearifan Lokal Mustopa; Erdiyan Saputra; Mona Novita; Ansori; Endah Sri Hartati
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

This study aims to examine the Lubuk Larangan tradition as an ethnopedagogical resource for Islamic Religious Education (IRE) grounded in local wisdom in Bungo Regency, Jambi Province, Indonesia. A qualitative approach with a case study design enriched by ethnographic perspectives was employed to explore the interrelationship between cultural practices, Islamic values, and community life. The research was conducted in two villages where the Lubuk Larangan tradition remains actively practiced. Ten informants, consisting of customary leaders, religious leaders, Islamic Religious Education teachers, and community members, were purposively selected. Data were collected through in-depth interviews, non-participant observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The trustworthiness of the findings was ensured through source and method triangulation, member checking, and thick description. The findings reveal that Lubuk Larangan embodies Islamic educational values encompassing aqidah (faith), sharia (Islamic law), and akhlaq (morality), which are internalized through communal cultural practices. The tradition fosters religious character, social responsibility, environmental stewardship, and collective ethics based on deliberation and public welfare. These findings demonstrate that Lubuk Larangan serves as a meaningful ethnopedagogical resource for developing contextual, reflective, and culturally responsive Islamic Religious Education rooted in local wisdom.
Artificial Intelligence dan Masa Depan Pendidikan Agama Islam: Tantangan Otoritas, Etika, dan Literasi Keagamaan Digital Suprihatin; Sitti Aisyah; Sesti Novalina; Mona Novita
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

This study explores the future of Islamic Religious Education (IRE) in the era of Artificial Intelligence (AI) by examining emerging challenges related to religious authority, ethics, and digital religious literacy. A qualitative approach employing a futures studies design with the Delphi technique was adopted to investigate plausible transformations and develop a conceptual governance framework for AI integration in IRE. Eighteen experts representing Islamic Religious Education, educational technology, artificial intelligence, digital ethics, and educational policy participated in two rounds of online Delphi inquiry using open-ended prompts. Data were analyzed through thematic analysis involving coding, categorization, pattern identification, and conceptual synthesis, while iterative validation across Delphi rounds ensured conceptual convergence. The findings indicate that AI is likely to transform IRE by redefining teachers’ roles, expanding personalized religious learning, and positioning AI as a primary mediator of religious knowledge. Four major strategic challenges emerged: shifts in epistemic authority, threats to doctrinal integrity, erosion of pedagogical ethics, and deficiencies in digital religious literacy. Based on these findings, the study proposes the AI-Mediated Islamic Religious Education Governance Framework (AIR-GOV Framework), comprising four interconnected pillars: religious authority legitimacy, pedagogical ethics, doctrinal integrity, and digital religious literacy. The framework provides a conceptual foundation for responsible AI governance in Islamic Religious Education, balancing technological innovation with the epistemological and normative principles of Islamic education.
Belajar Islam dari Kontroversi: Analisis Pendidikan Agama Islam dalam Konten Debat Keagamaan di Media Sosial Ari Yopi Ispa; Mona Novita; Jazilurrahman; Chusnul Muali; Nur Aisyah
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

This study examines how controversial religious debate content on social media shapes Muslim audiences’ religious learning experiences and explores its implications for Islamic Religious Education in the digital era. While Islamic Religious Education has traditionally emphasized structured learning within formal institutions, contemporary religious knowledge is increasingly encountered through digital platforms characterized by controversy, rapid circulation, and public interaction. This study aims to analyze how Muslim audiences engage with controversial religious debate content, how religious learning emerges through such exposure, and what pedagogical implications arise for Islamic Religious Education. This research employed an exploratory qualitative approach combining digital observation, qualitative content analysis, and semi-structured interviews. Data were collected from 50 controversial religious debate contents circulated on social media between January 2023 and December 2025, approximately 450 purposively selected audience comments, and interviews with 20 active Muslim social media users. Data were analyzed thematically using NVivo 14. The findings show that controversial religious content can function as a trigger for informal religious learning through argument comparison, clarification seeking, further exploration, and personal reflection. However, this learning experience is pedagogically ambivalent, as it also involves emotional engagement, confirmation bias, symbolic competition, and simplified understanding of complex religious issues. The study concludes that Islamic Religious Education must expand beyond formal knowledge transmission by strengthening digital religious literacy, epistemic evaluation, and ethical engagement in navigating contested religious knowledge in digital environments.
Debat Lintas Agama di YouTube sebagai Ruang Pembelajaran Agama Informal: Transformasi Otoritas Pendidikan Agama Islam di Era Digital Ona Yulita; Rizki Hariandi; Diana Sari; Amir Syarifuddin; Supriadi; Umar Manshur; Mona Novita
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

This study examines interfaith debate on YouTube as a form of informal religious learning and its implications for the transformation of Islamic religious education authority in the digital era. While Islamic religious education has traditionally been situated in formal institutions such as schools, madrasahs, and pesantren, digital platforms increasingly shape religious learning beyond formal pedagogical structures. This study analyzes how Muslim audiences engage with interfaith debate content, how learning experiences emerge, and how religious authority is negotiated in platform-mediated environments. This research employed an exploratory qualitative design combining digital observation, qualitative content analysis, and semi-structured interviews. Data were collected from 50 interfaith debate videos on YouTube, approximately 420 purposively selected audience comments, and interviews with 20 active Muslim viewers. Data were analyzed thematically using NVivo 14. The findings indicate that YouTube functions not only as a space for religious polemics but also as a potential informal learning environment where audiences compare arguments, seek clarification, reflect on beliefs, and independently explore religious issues. Perceptions of religious authority are increasingly negotiated through scholarly legitimacy, communicative performance, digital social validation, and algorithmic visibility. However, this pedagogical potential is ambivalent, as opportunities for reflective learning coexist with risks of confirmation bias, polarization, and performative religious consumption. The study concludes that Islamic religious education should expand its pedagogical orientation by strengthening digital religious literacy, ethical dialogue, and critical evaluation of religious authority in digital environments.
Micro-Learning Keagamaan di Media Sosial: Tantangan Kedalaman Materi dalam Pendidikan Agama Islam Digital Supriadi; Miftahur Rizik; Nur Achmadi; Muhammad Munif; Mona Novita
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

The rapid expansion of social media has transformed the landscape of informal religious learning, making short-form religious microlearning increasingly accessible to Muslim digital audiences. While existing studies have widely emphasized the communicative reach, accessibility, and engagement potential of digital religious content, limited attention has been given to its pedagogical adequacy within the framework of Islamic Religious Education. This study examines the extent to which short-form religious microlearning content on social media provides sufficient pedagogical depth to support meaningful Islamic learning. Using a qualitative evaluative content analysis design, this study analyzed 180 publicly accessible short-form Islamic religious videos on TikTok, selected through purposive sampling from content published between January and June 2026. Data were evaluated using the Pedagogical Depth Deficit Framework developed in this study, integrating microlearning theory, deep learning pedagogy, and Islamic Religious Education perspectives. The analysis focused on conceptual depth, contextual integrity, scriptural integrity, reflective potential, ethical complexity, dialogic openness, and overall pedagogical sufficiency. The findings indicate that while religious microlearning demonstrates strong accessibility and rapid message delivery, most content exhibits limited pedagogical depth, particularly in conceptual elaboration, reflective engagement, contextual explanation, and dialogic openness. These patterns suggest that short-form religious content functions more effectively as religious informational exposure than as substantive Islamic learning. This study contributes conceptually by introducing the notions of pedagogical compression and pedagogical depth deficit as analytical lenses for evaluating digital religious learning. Practically, the findings underscore the need for more pedagogically responsible design in digital Islamic education, particularly when integrating social media-based microlearning into Islamic Religious Education contexts.
PENGUATAN KEPEMIMPINAN MANAJERIAL PERGURUAN TINGGI ISLAM MELALUI PENDAMPINGAN TATA KELOLA DAN PEMETAAN RANTING ILMU DOSEN Mawardi; Mona Novita; Husni Hidayat; Firdaus; Muhammad Adly; Emilda Amini
DEVELOPMENT: Journal of Community Engagement Vol. 5 No. 1 (2026): Maret
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/y144tx58

Abstract

Strengthening managerial leadership is a strategic aspect in improving the quality of governance in Islamic higher education institutions, particularly in facing the challenges of increasingly complex and data-driven higher education transformation. However, academic management is often not supported by an integrated lecturer competency mapping system, hampering institutional strategic planning. This community service activity aims to develop a model for strengthening managerial leadership through mentoring lecturers' governance and branch mapping at UNISBA using a Community-Based Participatory Research (CBPR) approach. Implementation methods included collaborative Focus Group Discussions (FGDs), co-design of branch mapping, and joint policy validation involving structural officials, internal institutions, and lecturers as active partners. The results of the activity demonstrated increased participatory leadership capacity, the development of a data-based branch mapping model, and the strengthening of a more transparent, collaborative, and adaptive governance system tailored to the needs of the institution. The integration of Islamic leadership values ​​such as trustworthiness and deliberation also strengthens an organizational culture oriented toward accountability and sustainability. This mentoring model has the potential to become a good practice in developing participatory managerial leadership-based governance in Islamic higher education institutions.
PENGUATAN KEPEMIMPINAN SEKOLAH ISLAM MELALUI PENDAMPINGAN TATA KELOLA DAN DIGITALISASI PEMBELAJARAN DI SD ISLAM EL-SYABAB Mawardi; Mona Novita; Agil Munawar; Budrini; Sri Mariana; Mariana
DEVELOPMENT: Journal of Community Engagement Vol. 4 No. 3 (2025): September
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/wqw5v581

Abstract

Strengthening school leadership is a crucial factor in addressing the challenges of digital transformation in education, particularly in Islamic schools that still face limitations in digital governance and the implementation of technology-based learning. This community service activity aims to improve school leadership capacity through mentoring in the governance and digitalization of learning at El-Syabab Islamic Elementary School. The method used is Service Learning (SL), which integrates the learning process with real-life collaborative mentoring practices between the service team and partners. The activity targets principals and teachers involved in mentoring in digital governance, digital learning implementation, and ongoing collaborative reflection. The results of the activity indicate an increase in the principals' adaptive leadership skills, a strengthening of the digital-based administration system, and an increase in teachers' competency in the use of learning technology. Furthermore, a collaborative culture is formed that supports learning innovation and the integration of Islamic educational values ​​with digital transformation. This program contributes to the development of an effective Service Learning-based mentoring model to strengthen school leadership and encourage sustainable digital transformation in Islamic education environments.
Co-Authors Agil Munawar Ahmad Shauqi Alaika Rohman Akmal Mundiri Amir Syarifuddin Ansori Ansori Ari Yopi Ispa Budrini Burhanuddin Darul Qotni Diana Safitri Diana Sari Emilda Amini Endah Sri Hartati Epi Supriyani Siregar Erdiyan Saputra Filda Nuriah A'yun Firdaus Heru Setiawan Husni Hidayat Ika Purnama Sari - Irwan Fathurrochman Jazilurrahman Khairil Mufid Manshur, Umar Mariana Mawardi Miftahur Rizik Moh. Affan Mohammad Hasyim Mohd Kasturi Nor bin Abd Aziz Muali, Chusnul Muhammad Adly Muhammad Isnaini Munif, Muhammad Mustopa Nahid Ayad Nur Achmadi Nur Aisyah Ona Yulita Rizki Hariandi Sesti Novalina Siswanto Sitti Aisyah Sri Mariana Sugiono Supriadi Supriadi Suprihatin Zulhimma Zulhimma