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All Journal Jurnal Manajemen dan Ilmu Administrasi Jurnal Wahana Literasi Pendidikan
Agus Nuril Anwar
Universitas Al-Qolam Malang, Indonesia
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Other

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Pengembangan Teknologi Pembelajaran PAI pada Generasi Alpha Berbasis 3N (Niteni, Nirokke, Nambahi) dalam Perspektif Ki Hajar Dewantara Muhammad Faiz Nurfalahi; Linda Puspitasari; Agus Nuril Anwar; Uchik Rini Qomaria; Sita Acetylena
Jurnal Wahana Literasi Pendidikan Vol 1 No 3 (2026): Mei
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i3.413

Abstract

This study is motivated by the challenges of Islamic Religious Education (PAI) learning in addressing the characteristics of Generation Alpha, who are considered digital natives a term referring to a generation born and raised in the digital era. On the one hand, technology offers learning effectiveness; on the other hand, it poses risks to the erosion of character and moral values. This study aims to analyze the challenges of PAI learning for Generation Alpha and to formulate a development model through the perspective of Ki Hajar Dewantara’s educational philosophy. The method used is qualitative with a library research approach, in which the primary data source refers to the book Karya Ki Hadjar Dewantara, Bagian Pertama: Pendidikan. The findings reveal that Dewantara’s concept of “Kodrat Zaman” legitimizes the use of technology, while “Kodrat Alam” and the “Among System” function as moral filters and character-guidance frameworks. The 3N strategy (Niteni, Nirokke, Nambahi) is proposed as an operational model in PAI technology, enabling students to shift from passive digital consumers to creative producers of da’wah content. The study concludes that the integration of PAI technology from Dewantara’s perspective is capable of creating adaptive learning while remaining rooted in the cultivation of noble character.
Manajemen Mutu Pendidikan Agama Islam dalam Mengatasi Kesenjangan antara Prestasi Akademik dan Pembentukan Karakter Peserta Didik (Studi Literatur) Agus Nuril Anwar; Muhammad Husni
Jurnal Manajemen dan Ilmu Administrasi Vol 2 No 1 (2026): APRIL
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jmia.v2i1.417

Abstract

Islamic Religious Education (IRE) plays an essential role in developing students’ intellectual, spiritual, and moral competencies. However, contemporary educational practices indicate that educational success is still predominantly measured through academic achievement rather than character formation. This study aims to analyze the gap between academic achievement and character building in Islamic Religious Education from the perspective of Islamic educational quality management. The research employed a qualitative approach using a literature review method. Data were collected from national indexed journals and reputable international publications published between 2020 and 2026 through databases such as Google Scholar, Garuda, Crossref, and DOAJ. The collected literature was analyzed using content analysis techniques through data reduction, thematic classification, interpretation, and conclusion drawing. The findings reveal that the dominance of academic orientation, the weak integration of character education within quality management systems, and the lack of consistent religious school culture contribute significantly to the imbalance between cognitive achievement and students’ moral development. The study also found that hidden curriculum, teachers’ role modeling, and transformational leadership play important roles in strengthening students’ character formation. Therefore, Islamic educational quality management requires a holistic and integrative reorientation that combines academic excellence with spiritual, moral, and social character development through religious culture, comprehensive evaluation systems, and collaborative educational environments.
Co-Authors Linda Puspitasari Muhammad Faiz Nurfalahi Muhammad Husni Sita Acetylena Uchik Rini Qomaria