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Students’ Perspectives on Religious Moderation in Pancasila Education: Insights into Multicultural Learning Practices Ari Limay Trisno Putra; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Alamul Huda Almuzakky
Episteme: Jurnal Kajian Mahasiswa Vol. 2 No. 1 (2026): Episteme: Jurnal Kajian Mahasiswa
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/episteme.v2i1.549

The growing religious diversity and potential polarization in higher education highlight the urgency of strengthening religious moderation through civic education. However, limited studies have examined how students perceive and internalize religious moderation within Pancasila Education. This study analyzes students’ perspectives on the implementation of religious moderation in Pancasila Education in higher education. Grounded in the conceptual framework of religious moderation as a balanced, anti-extremist, and tolerance-based approach, this research employs a descriptive qualitative design. Data were collected through semi-structured interviews with students who had completed the Pancasila course and analyzed using an interactive qualitative analysis model. The findings reveal that students conceptualize religious moderation as a middle-path attitude that promotes harmony, justice, and respect for diversity. Pancasila learning particularly through dialogical discussions, contextual case studies, and reflective assignments facilitates the internalization of moderation values. The historical formulation of the first principle of Pancasila serves as a key entry point for understanding compromise and consensus in a plural society. However, challenges remain in translating conceptual understanding into consistent social practice. This study contributes by highlighting students’ perspectives as a micro-level lens to understand the internalization of religious moderation, reinforcing the role of Pancasila Education in fostering inclusive and moderate student character.

Islamic Education Based Moderation as a Counter Narrative to Contemporary Social Intolerance Wildan Miftahussurur; Ibnu Imam Al Ayyubi; Nurhikmah; Alamul Huda Almuzakky
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i1.544

Moderation is an important strategy in facing the challenges of social diversity in various modern communities. This study aims to analyze religious moderation as a counter-narrative to intolerance within society. The research employed a descriptive qualitative approach with purposive sampling techniques. Data were collected through in-depth interviews, observation, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that religious moderation is not merely understood as a normative concept but is manifested in everyday social practices through tolerance, mutual respect, and the refusal to impose religious beliefs on others. Differences both interfaith and intra-faith, such as those between NU and PERSIS communities, are managed peacefully through dialogue and respect for individual convictions. Intolerance is largely perceived as stemming from religious ego and exclusive truth claims rather than from religious teachings themselves. Religious moderation thus functions as a social mechanism to prevent conflict and maintain social harmony. The study also highlights the crucial role of religious leaders, community figures, and digital literacy in countering intolerant narratives in the era of social media. Therefore, religious moderation serves as a relevant social strategy for strengthening unity and cohesion in a pluralistic society.

Conceptualizing Qur’anic Learning Engagement: Integrating Value Co-Creation and Relational Sustainability in the Digital Era Nur Asiyah; Muhammad Hilmi Labibunnajah; Alamul Huda Almuzakky; Adam Ahmad Alif
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.41828

This study develops a conceptual framework that integrates value co-creation and relational sustainability to explain and support the continuity of Qur’anic reading intensity among children in the digital era. The rapid advancement of digital technology has expanded access to Qur’anic learning through various interactive platforms; however, increased accessibility does not automatically guarantee the quality or istiqamah of children’s reading practices, as digital environments frequently introduce distractions and fragment sustained attention. Using a qualitative approach with a library research design, this study systematically analyzed recent literature from Scopus, Google Scholar, and Garuda databases through thematic content analysis and conceptual mapping. The findings propose that Qur’anic learning should be understood as a relational value ecosystem in which teachers, parents, institutions, and children collaboratively integrate cognitive, affective, and normative-spiritual resources through ongoing interaction. Value co-creation functions as the generative core of this ecosystem, while relational sustainability, encompassing trust (amanah), communicative transparency, and digital engagement, serves as the central mediating mechanism linking collaborative value construction to the stability of children’s reading engagement. Sustainability of engagement emerges as the bridging construct through which relational processes are internalized as self-regulated spiritual practice, ultimately manifesting as stable Qur’anic reading intensity. This study contributes an interdisciplinary framework that repositions Qur’anic education from a purely pedagogical activity to a collaboratively sustained spiritual practice, offering practical implications for institutions, teachers, parents, and educational technology developers committed to nurturing children’s istiqamah in Qur’anic recitation.

Systematic Review of PBL–LMS Effects on Critical Thinking and Adversity Quotient in Elementary Education Ari Limay Trisno Putra; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Firda Noerzanah; Alamul Huda Almuzakky
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.540

Despite the increasing emphasis on critical thinking skills and adversity quotient in elementary education, existing studies remain fragmented and lack comprehensive synthesis regarding the integration of instructional models and digital platforms. Specifically, the combination of Problem-Based Learning (PBL) and Learning Management Systems (LMS) has not been systematically examined within elementary mathematics contexts. This study aims to synthesize empirical evidence on the effectiveness of PBL integrated with LMS in enhancing students’ critical thinking skills and adversity quotient. This research employs a Systematic Literature Review (SLR) using structured stages: identification, screening, eligibility, and inclusion. A total of 16 peer-reviewed articles published between 2020 and 2025 were selected from Google Scholar and Scopus based on predefined criteria. The analysis focuses on research design, intervention characteristics, and learning outcomes. The findings indicate that PBL–LMS integration effectively promotes critical thinking through problem exploration, collaboration, and reflection. It also strengthens students’ adversity quotient by fostering persistence, adaptability, and resilience in learning challenges. Furthermore, its effectiveness is influenced by instructional design quality, digital facilitation, and task alignment with student characteristics. This study contributes a focused synthesis highlighting the dual impact of PBL–LMS integration on cognitive and non-cognitive development in elementary mathematics learning.

Systematic Review of PBL–LMS Effects on Critical Thinking and Adversity Quotient in Elementary Education Ari Limay Trisno Putra; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Firda Noerzanah; Alamul Huda Almuzakky
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.540

Despite the increasing emphasis on critical thinking skills and adversity quotient in elementary education, existing studies remain fragmented and lack comprehensive synthesis regarding the integration of instructional models and digital platforms. Specifically, the combination of Problem-Based Learning (PBL) and Learning Management Systems (LMS) has not been systematically examined within elementary mathematics contexts. This study aims to synthesize empirical evidence on the effectiveness of PBL integrated with LMS in enhancing students’ critical thinking skills and adversity quotient. This research employs a Systematic Literature Review (SLR) using structured stages: identification, screening, eligibility, and inclusion. A total of 16 peer-reviewed articles published between 2020 and 2025 were selected from Google Scholar and Scopus based on predefined criteria. The analysis focuses on research design, intervention characteristics, and learning outcomes. The findings indicate that PBL–LMS integration effectively promotes critical thinking through problem exploration, collaboration, and reflection. It also strengthens students’ adversity quotient by fostering persistence, adaptability, and resilience in learning challenges. Furthermore, its effectiveness is influenced by instructional design quality, digital facilitation, and task alignment with student characteristics. This study contributes a focused synthesis highlighting the dual impact of PBL–LMS integration on cognitive and non-cognitive development in elementary mathematics learning.

Qur'anic Psychospiritual Healing in Sufi Exegesis: Reading al-Ālūsī through al-Balkhī's Psychology of the Soul Moehammad Anfa'ul 'Ulum; Alamul Huda Almuzakky; Abdul Kadir Riyadi
Teosofia: Indonesian Journal of Islamic Mysticism Vol. 15 No. 1 (2026)
Publisher : Fakultas Ushuluddin dan Humaniora - UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/tos.v15i1.32886

Contemporary studies of Qur'anic healing have largely emphasized ruqyah, recitation, listening, devotional consolation, and measurable effects on mental health, while the healing mechanisms embedded in classical Sufi exegesis remain underexplored. This article examines Qur'anic psychospiritual healing by reading al-Ālūsī's Rūḥ al-Maʿānī through Abū Zayd al-Balkhī's psychology of the soul. It argues that al-Ālūsī's interpretation of selected passages concerning emotional disturbance does not merely provide moral exhortation or ritual guidance, but articulates a structured cognitive-Sufi model of psychospiritual healing. Methodologically, the study employs qualitative textual analysis by combining thematic Qur'anic interpretation with conceptual analysis of al-Balkhī's psychology of the soul. It focuses on Q 42:37 on anger, Q 20:68 on fear and panic, Q 16:127–128 on grief, and Q 114:1–4 on obsessive whispering. The findings identify four interrelated healing mechanisms: forgiveness-based regulation, cognitive reassurance, graded patience through the vertical ladder of ṣabr, and divine refuge through istiʿādhah and attentional reorientation. These mechanisms converge into a cognitive-Sufi model of Qur'anic psychospiritual healing based on cognitive-spiritual reorientation, God-centered meaning reconstruction, and disciplined psychospiritual formation. Contribution: This study contributes to Sufi healing studies and Islamic psychology by positioning classical tafsir as a conceptual site of psychospiritual theory. It provides insight into al-Balkhī's psychology of the soul as an analytical lens for reading al-Ālūsī's ishārī exegesis, thereby transforming dispersed Sufi counsels into a structured model of Qur'anic psychospiritual healing.

Evaluating Differences in Elementary Students’ LCM Mastery Across School Environments Ibnu Imam Al Ayyubi; Nurhikmah; Namiyah Fitriani; Rabiatul Nadawiyah; Alamul Huda Almuzakky
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 2 (2026): Noumerico, September 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i2.9044

Mathematics learning outcomes are not merely administrative indicators; they reflect the extent to which students have mastered conceptual understanding. This study aims to analyze elementary school students’ mastery of the Least Common Multiple (LCM) by comparing mathematics achievement scores across different schools. The study employed a quantitative approach with an ex post facto research design. The sample consisted of 70 fifth-grade students from four Madrasah Ibtidaiyah in West Bandung Regency, namely MI Muktarul Arifin, MI Al-Qodar, MI Darussyifa Al-Musri’ 1, and MIS Jauharul Huda. The final mathematics scores were analyzed using descriptive and inferential statistical techniques. Normality and homogeneity tests indicated that the data did not fully meet the assumptions for parametric analysis; therefore, the Kruskal–Wallis test was used to examine differences among groups. The findings showed a statistically significant difference in students’ mastery of LCM material by school affiliation. Post hoc analysis further showed that MI Al-Qodar consistently had significantly different learning outcomes than the other three schools, while MI Muktarul Arifin, MI Darussyifa Al-Musri’ 1, and MIS Jauharul Huda showed relatively comparable achievement levels. These findings indicate that students’ mastery of LCM varies across schools, suggesting differences in local learning environments. Practically, these results underscore the need for targeted instructional interventions and standardized teaching strategies to address conceptual gaps and ensure equitable mathematics achievement across elementary schools.

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