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All Journal Journal of Education Review Provision Indonesian Journal of Educational Management and Leadership EDUJAVARE: International Journal of Educational Research
Muhammad Faizul Husnayain
Universitas Nahdlatul Ulama Purwokerto, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Transportation Other

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Challenges and Solutions for Islamic Education Lecturers in Learning in the Digital Era Slamet Riyadi; Ditha Alvira; Herman Taufik; Muchlis Muchlis; Muhammad Faizul Husnayain
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1160

Abstract

In today's digital era, students have extensive access to various learning resources via the internet, so the role of educators is no longer the sole source of knowledge, but rather as facilitators, guides, and directors in the learning process. This study aims to analyze the challenges and solutions faced by Islamic Religious Education (PAI) lecturers in learning in the digital era. The development of information technology has changed the learning paradigm, requiring lecturers to adapt to the use of technology without neglecting Islamic values. This study used a descriptive qualitative approach with PAI lecturers selected through purposive sampling. Data collection techniques were conducted through in-depth interviews, observation, and documentation. Data analysis used an interactive model that included data reduction, data presentation, and conclusion drawing, as well as data validity testing through triangulation and member checking. The results showed that the main challenges faced by PAI lecturers include limited digital competency, changes in student characteristics that tend to prefer interactive learning, and the challenge of maintaining values and ethics amidst the flow of digital information. Possible solutions include improving digital competency through training, implementing innovative learning models such as blended learning and flipped classrooms, and utilizing creative and contextual digital media. Furthermore, institutional support in providing infrastructure and supporting policies is also an important factor in successful learning.
From Islamic values to sustainable practice: Rethinking leadership in Islamic educational institutions Muhammad Faizul Husnayain; Syaiful Bahri; Endah Andayani; Siti Aisyah Hanim
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 2 (2026): In Progress
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i2.2072

Abstract

Purpose – This study examines how sustainability, particularly in relation to the Sustainable Development Goals (SDGs), is conceptualized and institutionalized within Islamic educational institutions.Method – Using a systematic literature review guided by the PRISMA framework, this study analyzes 36 scholarly studies selected through a structured screening process. Four additional foundational sources were used only for theoretical and contextual interpretation and were not counted in the PRISMA synthesis.Findings – The findings reveal that sustainability is not achieved through isolated initiatives but emerges from the integration of three key dimensions: educational leadership, Islamic ethical values, and institutional practices. Educational leadership encompassing transformational, distributed, instructional, and relational approaches functions as the primary driver of institutional change. Islamic ethical values, particularly amanah, shura, and khilafah, provide the normative foundation that guides and legitimizes sustainability-oriented actions. These dimensions are operationalized through institutional mechanisms, including curriculum integration, sustainable campus practices, community engagement, and capacity building. The study further proposes a conceptual framework that explains the dynamic interaction between leadership, values, and institutional practices in producing sustainability outcomes aligned with SDGs, such as educational quality, environmental responsibility, and social inclusion. Implication – The findings also highlight the importance of contextual enablers, including governance, resources, stakeholder engagement, and technological readiness, in shaping the effectiveness of sustainability implementation. The novelty of this study lies in integrating leadership models, Islamic ethical values, institutional mechanisms, and contextual enablers within a single mechanism-based framework, rather than treating these dimensions as separate strands of analysis. However, the evidence base remains limited by contextual concentration and methodological constraints. Future research is recommended to empirically test the proposed framework across diverse settings using longitudinal and mixed-method approaches
The Effectiveness of Interactive Digital Learning Media in Increasing High School Students' Learning Motivation Petrus Jacob Pattiasina; Ignatius Joko Dewanto; Alfa Kenedi Mainassy; Shabran Shabran; Muhammad Faizul Husnayain
Journal of Education Review Provision Vol. 6 No. 2 (2026): Journal of Education Review Provision
Publisher : Pusat Studi Pembangunan dan Pemberdayaan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55885/jerp.v6i2.1181

Abstract

Digital transformation encourages the use of increasingly interactive learning media, but its effectiveness on student learning motivation is still determined by the pedagogical design and context of use. This study aims to analyze the effectiveness of interactive digital learning media in improving learning motivation of high school students. The study used a quantitative approach with a quasi-experimental pretest-posttest control group design. A total of 120 10th grade students from four high schools in Ambon City, Maluku Province, participated in the study. Schools were selected purposively based on the readiness of digital learning facilities, while classes were selected through cluster sampling; 60 students were in the experimental group and 60 students in the control group. The experimental group participated in Indonesian language learning on the topic of explanatory text using digital media that integrated videos, visual materials, digital quizzes, interactive exercises, and direct feedback for six meetings, while the control group participated in regular learning with the same materials and time allocation. Learning motivation was measured using a five-point Likert scale questionnaire and data were analyzed using Analysis of Covariance (ANCOVA). The motivation score of the experimental group increased from 3.18 to 4.08, while the control group increased from 3.21 to 3.39. After controlling for baseline scores, there was a significant difference between the two groups, F (1,117) = 79.62, p < 0.001, ηp² = 0.405. The largest difference was found in the engagement and interest dimensions. The findings indicate that, in this study sample, interactive digital learning media was associated with higher motivational increases when technology was used to support active learning activities and provide feedback.
Co-Authors Alfa Kenedi Mainassy Ditha Alvira endah andayani Herman Taufik Ignatius Joko Dewanto Muchlis Muchlis Petrus Jacob Pattiasina Shabran Shabran Siti Aisyah Hanim Slamet Riyadi Syaiful Bahri