Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Child Education Journal Assyfa Journal of Islamic Studies Jurnal Ilmiah Komunikasi dan Seni Desain Grafis
Moh. Amiril Mukminin
Institut Bahri Asyiq Galis Bangkalan, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Systematic Literature Review dan Meta-Analisis: Tipografi dan Komunikasi Visual pada Mushaf Digital dan Aplikasi Hadis dalam Meningkatkan Literasi Digital Muslim Moh. Amiril Mukminin; Suadi Suadi
Dimensi : Jurnal Ilmiah Komunikasi dan Seni Desain Grafis Vol. 6 No. 2 (2026): Dimensi : Jurnal Ilmiah Komunikasi dan Seni Desain Grafis (Januari)
Publisher : University of Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/dimensi.v6i2.398

Abstract

Di era Society 5.0 yang serba digital, keterampilan literasi informasi dan visual menjadi kompetensi krusial bagi siswa untuk memfilter konten keagamaan, di mana pengajaran berbasis desain interaktif dipandang sebagai strategi kreatif yang efektif untuk meningkatkan keterlibatan kognitif. Selama ini, penelitian lebih banyak berfokus pada validitas konten teks suci, namun masih jarang mengevaluasi bagaimana aspek estetika dan fungsionalitas visual berdampak pada pemahaman pengguna. Penelitian ini dilakukan untuk mengevaluasi dampak desain tipografi dan elemen komunikasi visual pada aplikasi keagamaan terhadap pengembangan aspek kognitif dan psikomotorik pengguna dalam berinteraksi dengan teknologi. Tujuan utama penelitian adalah menyintesis efektivitas variabel visual dalam meningkatkan literasi digital muslim secara sistematis. Metode yang digunakan adalah Systematic Literature Review (SLR) dan meta-analisis dengan protokol PRISMA, mencakup tinjauan terhadap 31 dokumen terpilih dari database Scopus (2020-2026) melalui teknik analisis effect size. Perangkat lunak CMA (Comprehensive Meta-Analysis) digunakan untuk mengolah data kuantitatif. Hasil penelitian memaparkan bahwa tipografi yang presisi dan interface yang ergonomis memberikan dampak positif yang signifikan terhadap kecepatan pemahaman teks, dengan scaffolding visual sebagai variabel penentu utama. Temuan menunjukkan bahwa skema warna tidak berpengaruh signifikan secara langsung terhadap retensi hafalan, namun sangat memengaruhi durasi penggunaan aplikasi. Kesimpulannya, integrasi desain komunikasi visual dalam media pendidikan Islam bukan sekadar pelengkap estetika, melainkan instrumen esensial dalam kebijakan kurikulum pendidikan digital masa depan
Deconstructing Ta’dzim Culture: The Implementation of Sayyidah Aisyah’s Critical Pedagogy to Foster Discursive Logic Among Santri Siti Nur Haliza; Moh. Amiril Mukminin
Assyfa Journal of Islamic Studies Vol. 3 No. 1 (2025): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i1.312

Abstract

In the current era of information disruption and pluralistic discourse, santri (Islamic students) desperately need discursive reasoning skills and critical awareness to interact argumentatively in the public sphere. Critical pedagogy-based teaching, which prioritizes dialogue, clarification, and intellectual courage, is seen as an effective strategy for transforming traditional learning into a more participatory one. While research on ta’dzim has tended to focus on symbolic obedience, this article evaluates the shift in meaning from epistemic respect to passive obedience, which hinders students' logic. The impact of this rigid hierarchical culture is evaluated on the reduction of critical reasoning skills and the development of students' cognitive dimensions and reflective awareness (conscientization). This research aims to deconstruct ta’dzim culture by integrating Sayyidah Aisyah's (r.a.) critical pedagogical model into the Islamic boarding school education system. Using a qualitative approach with a literature review method and Critical Discourse Analysis (CDA) techniques, this study analyzes power relations in religious pedagogical texts through data reduction and categorization. The findings indicate that Sayyidah Aisyah's pedagogy has a positive impact in the form of active-discursive ta'dzim (religious understanding), where tashīḥ (clarification) and dialectical dialogue serve as scaffolding to enhance the intellectual agency of students. The findings conclude that the authority of the kiai (Islamic cleric) is not diminished by criticism; rather, the revitalization of knowledge through discussion strengthens the students' morals and epistemic responsibility. Consequently, this reconstruction enables Islamic boarding schools (pesantren) to become progressive learning spaces without abandoning their traditional roots.
Educating Children in Crisis: Adaptive Islamic Curricula as Drivers of Transitional Justice in Nigeria, Somalia, and the Sahel Tri Wahyudi Ramdhan; Luluk Alfiya; Mowafg Abrahem Masuwd; Makherus Sholeh; Moh. Amiril Mukminin
Jurnal Pendidikan Anak Vol 8 No 2 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i2.8558

Abstract

Prolonged conflict in Sub-Saharan Africa has disrupted formal schooling for millions of children aged 6–18 years, threatening educational continuity and their cognitive, social, and emotional development. Despite their continued presence in conflict-affected communities, local Islamic educational institutions remain insufficiently examined within Education in Emergencies and the Humanitarian-Development-Peace Nexus. This study aims to examine how adaptive Islamic curricula support conflict-affected children and contribute to transitional justice in Nigeria, Somalia, and the Sahel. Using Qualitative Document Analysis, 42 strategically selected documents published between 2015 and 2025, comprising humanitarian reports from UNICEF, UNESCO, and the World Bank and peer-reviewed academic case studies, were triangulated and analysed through deductive thematic coding using a standardized 4R Framework codebook encompassing Redistribution, Recognition, Representation, and Reconciliation. The findings identify three context-specific mechanisms. In Nigeria, hybrid Tsangaya curricula promote Redistribution by integrating basic literacy into traditional learning and expanding access to education for disadvantaged, conflict-affected children. In Somalia, adaptations of Aqidah and Akhlaq pedagogy foster Reconciliation through prophetic narratives that support trauma healing and cognitive-emotional stability. In the Sahel, religious educators strengthen Representation by translating universal human rights concepts into vernacular Fiqh frameworks for community dispute mediation. These findings demonstrate that adaptive Islamic curricula function not merely as alternative schooling but as grassroots educational “survival infrastructure” linking learning continuity, psychosocial recovery, and locally grounded justice practices. The study therefore proposes Faith-Based Transitional Justice as a context-sensitive framework for strengthening post-conflict child education policy and practice.
Co-Authors Luluk Alfiya Makherus Sholeh Mowafg Abrahem Masuwd Siti Nur Haliza Suadi Tri Wahyudi Ramdhan