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All Journal Majority Science Journal Ludi Litterarri Jurnal Wahana Literasi Pendidikan
Ahmad Husin
Universitas Bakti Indonesia
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Other

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Transformasi Pendidikan Islam dalam Konteks Globalisasi dan Modernisasi: Sebuah Analisis Filsafat Arif Wafa Al Faris; Zahrotul Mila; Siti Khumairoh; Ahmad Husin
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.344

Abstract

This study examines the transformation of Islamic education in the context of globalization and modernization from the perspective of Islamic educational philosophy. Employing a qualitative research design, this study adopts a library-based research method. Data are analyzed using a descriptive–critical approach through content analysis to explore the interrelationship between Islamic values and the demands for educational transformation in the global era. The findings reveal that the transformation of Islamic education must be grounded in a robust philosophical framework encompassing ontological, epistemological, and axiological dimensions. Furthermore, the transformation process necessitates a paradigm shift from traditional educational models toward interdisciplinary knowledge integration, the development of adaptive and responsive curricula, and the ethical and responsible adoption of educational technologies. Consequently, Islamic education is expected to cultivate Muslim individuals who are spiritually grounded, intellectually competent, morally upright, and capable of engaging effectively in a globalized world.
Peranan Guru dalam Menerapkan Nilai-Nilai Filsafat Pendidikan Islam di Sekolah : Studi Kasus di MI Al Anshoriyah Kecamatan Srono Ali Makrus; Khairul Anam; M. Lukman Hakim; Ahmad Husin
Jurnal Wahana Literasi Pendidikan Vol 1 No 2 (2026): Maret
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i2.365

Abstract

This study aims to analyze the strategic role of teachers in internalizing the philosophical values of Islamic education through the learning process of Islamic Religious Education (PAI) in the classroom. The research focus is directed at how Islamic values are systematically instilled in students at MI Al Anshoriyah, Srono District. This study employs a qualitative approach with a case study method. Data were collected through participatory classroom observations during teaching and learning activities, in-depth interviews with PAI teachers, and documentation of instructional tools (Lesson Plans/RPP). The data analysis technique followed an interactive model consisting of data reduction, data display, and conclusion drawing. The results indicate that PAI teachers at MI Al Anshoriyah perform the roles of mu'allim, muaddib, and murabbi by instilling three primary philosophical values: 1) I'tiqadiyah (faith-based) values through the strengthening of aqidah; 2) Khuluqiyah (ethical) values through the integration of adab in classroom discussions; and 3) Amaliyah (practical) values through direct worship practices during lessons. The internalization process is supported by dialogical methods and exemplary behavior (uswah hasanah), despite challenges such as the heterogeneous religious backgrounds of students at home. This study concludes that the active role of PAI teachers in contextualizing Islamic philosophical values in the classroom is a key factor in shaping students' religious character from an early age.
The Relationship Between Gadget Usage Intensity and Learning Concentration of Junior High School Students Margarina Kapa; Yosina Makailipessy; Jolenta Jamfaaf; Dessi Pormes; Ahmad Husin
MSJ : Majority Science Journal Vol. 4 No. 2 (2026): MSJ - May
Publisher : PT. Hafasy Dwi Nawasena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61942/msj.v4i2.613

Abstract

This study investigated the relationship between gadget usage intensity and learning concentration among junior high school students. The increasing prevalence of smartphones and digital devices among adolescents has raised concerns about their effects on academic performance and cognitive focus. Using a correlational quantitative approach, this study reviewed and synthesized empirical evidence from 20 recent studies (2021–2026) and conducted primary survey data analysis involving 120 junior high school students. Results indicated a significant negative correlation between gadget usage intensity and learning concentration (r = -0.614, p < 0.001). Students who used gadgets more than four hours per day demonstrated markedly lower concentration scores compared to those with limited usage. Social media use, gaming, and entertainment content were identified as the primary distraction factors. Educational use of gadgets, by contrast, showed a modest positive association with learning motivation. These findings suggest the urgent need for digital literacy programs, parental supervision frameworks, and school-based gadget management policies to mitigate adverse effects on student learning concentration.
The Effect of Digital Learning Applications on Literacy Skills of Junior High School Students Sarah Rahayu; Maria Kristina Manuputty; Yonas Tangdiesak; Arni Sobon Radha; Ahmad Husin
Ludi Litterarri Vol. 3 No. 1 (2026): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/xc3a7351

Abstract

The rapid proliferation of digital technologies has transformed educational landscapes globally, making digital learning applications an increasingly central tool in classroom instruction. This study examined the effect of digital learning applications on the literacy skills of junior high school students, with a specific focus on reading comprehension, digital literacy competencies, and overall learning motivation. Employing a quasi-experimental design with pre- and post-test measurements across intervention and control groups (n = 120 students from two public junior high schools in Central Java, Indonesia), the study implemented three application types: a mobile reading platform, an augmented reality vocabulary tool, and a blended e-module system, over a ten-week period. Results indicated statistically significant improvements in reading comprehension scores (p < .001, d = 0.68), digital literacy indices (p < .001, d = 0.61), and learning motivation (p < .01, d = 0.54) in the intervention group compared to controls. Multivariate regression confirmed that application type, frequency of use, and teacher scaffolding were the strongest predictors of literacy gains. These findings affirm that purposefully designed digital learning applications, when embedded within structured pedagogical frameworks, substantially enhance junior high school students literacy skills and digital competencies. Implications for curriculum designers, classroom teachers, and policymakers are discussed
The Effect of Interactive Video-Based Learning Media on Motivation and Learning Outcomes of Junior High School Students Santhy Naomi Jembormase; Leny Afia Lekahena; Benony Tamaela; Ahmad Husin
Ludi Litterarri Vol. 3 No. 1 (2026): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/zvedb787

Abstract

Interactive video-based learning media has gained substantial attention as a pedagogical tool capable of enhancing student engagement, motivation, and academic achievement in secondary education. This study investigated the effect of interactive video-based learning media on the motivation and learning outcomes of junior high school students in Bandung, West Java, Indonesia. A quasi-experimental pre-test post-test design was employed with 120 Grade VIII students assigned to either an intervention group (n = 60) receiving structured interactive video media over eight weeks, or a control group (n = 60) receiving conventional instruction. Data were collected using a validated motivation scale (25 items, alpha = .81) and a curriculum-aligned achievement test (40 items, r = .79). Non-parametric Wilcoxon signed-rank and Mann-Whitney U tests confirmed statistically significant improvements in learning motivation (d = 0.72, p < .001) and learning outcomes (d = 0.69, p < .001) in the intervention group, with no significant changes observed in the control group. Multivariate regression identified interactive video use, frequency of viewing, and teacher facilitation as the strongest predictors of improvement. Findings affirm that purposefully designed interactive video media, when integrated within structured instructional frameworks, meaningfully enhances both affective and cognitive dimensions of junior high school student learning
Co-Authors Ali Makrus Arif Wafa Al Faris Arni Sobon Radha Benony Tamaela Dessi Pormes Jolenta Jamfaaf Khairul Anam Leny Afia Lekahena M. Lukman Hakim Margarina Kapa Maria Kristina Manuputty Santhy Naomi Jembormase Sarah Rahayu Siti Khumairoh Yonas Tangdiesak Yosina Makailipessy Zahrotul Mila