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All Journal Jurnal Islam Nusantara
Nur Aisyah
Universitas Nurul Jadid, East Java, Indonesia
Religion Humanities Education Social Sciences

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Internalizing Moral Values through Islamic Podcasts: A Phenomenological Study of Character Education in Secondary Schools Qurrotul Aien; Nur Aisyah
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i4.697

Abstract

The rapid expansion of digital media presents both challenges and opportunities for character education at the secondary school level. Among emerging digital platforms, Islamic podcasts offer unique potential to deliver moral messages in a reflective, context-specific manner. This study aims to analyze the process of internalizing moral values through Islamic podcast media in secondary school character education. Using a phenomenological approach, the research involved Islamic Religious Education teachers and students. Data were collected through in-depth interviews, classroom observations, and documentation, and analyzed using phenomenological techniques comprising data reduction, data display, and the identification of essential meanings. The findings indicate that moral value internalization occurs through three stages: value comprehension, value reflection, and value habituation. Islamic podcasts effectively promote honesty, responsibility, and politeness through narrative and experiential content. The medium engages students’ cognitive, affective, and behavioral dimensions in moral learning. Podcasts also create a personal and meaningful learning atmosphere that enhances moral awareness and emotional involvement. Teachers play a crucial role as facilitators and moral role models in guiding the internalization process. This study contributes to character education scholarship by highlighting students’ lived experiences in digital moral learning. It recommends integrating Islamic podcasts as an alternative medium for strengthening character education in secondary schools.
Digital Literacy as a Response to the Threat of Radicalism in Islamic Education (PAI) Learning in Secondary Schools Intan Nur Aini; Nur Aisyah
JURNAL ISLAM NUSANTARA Vol 9, No 1 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i1.660

Abstract

This study aims to analyze the role of digital literacy in responding to the threat of radicalism in Islamic Religious Education (PAI) at the secondary school level. Using a qualitative case study approach across several schools in Bondowoso, data were collected through interviews, observations, and documentation. The findings show that digital literacy is not only related to technical skills but also encompasses critical awareness of how to select and evaluate religious information to avoid exposure to radical ideologies. Islamic education teachers play a crucial role by curating digital content, using interactive media, and facilitating reflective discussions to instill the values of religious moderation. The challenges identified include limited infrastructure, uneven digital competence among teachers, and insufficient support for school policies. Overall, the integration of digital literacy into Islamic Religious Education plays a strategic role in shaping critical, tolerant, and moderate attitudes as a preventive measure against radicalism in educational settings.
Co-Authors Intan Nur Aini Qurrotul Aien