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All Journal Journal AL-MUDARRIS Jurnal Ilmiah Sosiologi Agama (JISA) Rabbayani: Jurnal Pendidikan dan Peradaban Islami
Ahmad Naweed Rahimi khamosh
Universitas Payame Kabul, Afghanistan
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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HOMEWORK AND THE WELL-BEING OF ELEMENTARY SCHOOL CHILDREN: A CONCEPTUAL CRITIQUE OF CONVENTIONAL LEARNING PRACTICES Moh Nadhif; Imam Alfafan; Ahmad Naweed Rahimi khamosh
Al-Mudarris: Journal Of Education Vol. 9 No. 1 (2026): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/s9ms3611

Abstract

This study critically examines the practice of homework (PR) in elementary schools from the perspective of child well-being. Although homework has long been regarded as a pedagogical instrument to reinforce learning outcomes, discipline, and academic achievement, recent debates highlight its potential psychological and relational consequences for young learners. Using a qualitative approach with a library research design, this study synthesizes relevant scholarly literature on homework practices, student motivation, parental involvement, and holistic child development in basic education. Data were collected from academic journal articles, dissertations, and related scholarly sources, and analyzed through thematic content analysis to identify recurring patterns and conceptual tensions. The findings reveal four major insights. First, homework demonstrates academic ambivalence: while it may support cognitive reinforcement, excessive and repetitive assignments can reduce intrinsic motivation. Second, homework creates structural dependence on parental assistance, which may intensify inequality among students from diverse family backgrounds. Third, the dominance of academic logic in homework practices often constrains children’s rights to play, rest, and build meaningful family interactions. Fourth, emerging discussions on homework-free policies suggest the need for reconstructing conventional learning paradigms in elementary education. Based on these findings, this study proposes a conceptual model of homework reorientation centered on three pillars: classroom learning optimization, balanced child development time, and proportional school–parent educational partnership. The model emphasizes that effective education in elementary schools should not rely primarily on increasing academic workload outside school hours, but on enhancing meaningful learning experiences and safeguarding children’s psychological and social well-being. This research contributes theoretically to critical discourse in basic education by positioning child welfare as a central criterion in evaluating homework policies and conventional instructional practices.
Rekonstruksi Hambatan Psikologis Mahasiswa melalui Integrasi Coping Adaptif dan Spiritual dalam Pendidikan Islam Asrofik; Ahmad Said; Ahmad Naweed Rahimi Khamosh
RABBAYANI: Jurnal Pendidikan dan Peradaban Islami Vol. 5 No. 2 (2025): Desember 2025
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/0z6f0b20

Abstract

This conceptual study reconstructs psychological barriers among university students as a dynamic interaction between educational demands, personal appraisal, internal vulnerability, and external pressure. The discussion moves beyond a symptom-based view that treats stress, anxiety, withdrawal, and academic delay as isolated personal weaknesses. It proposes an integrative framework that combines transactional coping theory, biopsychosocial analysis, Islamic spiritual coping, and an educational ecosystem perspective. The study employs qualitative library research with analytical, comparative, and conceptual synthesis of psychological, educational, and Islamic studies literature. The analysis shows that psychological barriers emerge when demands are perceived as exceeding available cognitive, emotional, social, material, and spiritual resources. Adaptive coping becomes effective when it matches the controllability of the stressor, while spiritual practices contribute through meaning, hope, emotional regulation, and ethical orientation. However, spiritual coping should not replace professional assistance when symptoms cause persistent functional impairment. The article develops an integrative model consisting of early recognition, appraisal correction, adaptive coping, spiritual meaning-making, social support, and institutional referral. Its novelty lies in positioning Islamic spiritual coping as a complementary mechanism within a layered educational support system rather than as a single solution. The model offers a conceptual basis for mental-health literacy, counselling services, and responsive pedagogy in Islamic higher education.
KESENJANGAN IMAN DAN PRAKTIK ETIKA WAKTU ISLAM DALAM INSTITUSIONALISASI PERILAKU MASYARAKAT MULTIKULTURAL Moh . Nadhif; Moh. Subthi Buchori; Rifqi Abqoriya; Ahmad Naweed Rahimi Khamosh; Ouail Brahim Sabri
Jurnal Ilmiah Sosiologi Agama (JISA) Vol 9, No 2 (2026)
Publisher : Sociology of Religion Study Program, Faculty of Social Sciences, North Sumatra State Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/jisa.v9i2.28890

Abstract

This study examines the faith-practice gap in Islamic time ethics by explaining why values such as punctuality, commitment, amanah, and accountability, although strongly emphasized in Islamic teaching, are not always translated into consistent time-discipline behavior. Using an explanatory sequential mixed-methods design, the study analyzes survey data from 356 professionals in Muslim and Western organizational contexts and deepens the interpretation through semi-structured interviews. The quantitative phase uses PLS-SEM to test the effects of Islamic Temporal Ethics on moral internalization, institutionalization, and time-discipline behavior, while the qualitative phase explores how respondents interpret religious language, organizational rules, and multicultural time norms. The findings show that Islamic Temporal Ethics strengthens both moral internalization and institutionalization, yet its effect on time-discipline behavior operates mainly through these two mechanisms. Institutionalization appears more decisive than internalization because rules, sanctions, routines, and accountability systems stabilize ethical behavior beyond personal intention. Multicultural context moderates the process: monochronic and institutionally tight environments are more effective in transforming ethical values into visible practice. The article proposes Islamic Temporal Ethics Decoupling as a sociological concept for understanding the gap between religious ideals and everyday conduct.
Co-Authors Ahmad Said Asrofik Imam Alfafan Moh . Nadhif Moh Nadhif Moh. Subthi Buchori Ouail Brahim Sabri Rifqi Abqoriya