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All Journal Transformasi : Jurnal Kepemimpinan dan Pendidikan Islam Southeast Asian Journal of Islamic Education Abdi Cendekia: Jurnal Pengabdian Masyarakat
Ferli Septi Irwansyah
Universitas Islam Negeri Sunan Gunung Djati Bandung
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REORIENTASI STRATEGI PEMBELAJARAN PENDIDIKAN ISLAM BERBASIS REKONSTRUKSIONALISME DI ERA DISRUPSI DIGITAL abdul hayyi; Noor Malihah; Ferli Septi Irwansyah; Hamsir; Yosi Huzna Nidia Ningrum
Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol. 9 No. 2 (2026): Transformasi : Jurnal Kepemimpinan & Pendidikan islam
Publisher : Pascasarjana IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/transformasi.v9i2.3028

Abstract

The rapid development of digital technology has changed the orientation, methods, and learning culture of Islamic education. This article aims to analyze the reorientation of Islamic education learning strategies based on reconstructionism in the era of digital disruption. This study uses a library research method by examining books, journal articles, and relevant academic documents related to reconstructionism, Islamic education, digital transformation, and learning strategies. The data were analyzed through thematic identification, conceptual interpretation, and critical synthesis. The findings indicate that reconstructionism offers an important perspective because it views education as an instrument for rebuilding social, moral, and cultural life. In the context of digital disruption, Islamic education learning strategies need to move from conventional, teacher-centered, and memorization-oriented approaches toward reflective, dialogical, contextual, collaborative, and value-based digital learning. This article emphasizes that Islamic education should integrate Islamic values, digital literacy, critical thinking, social awareness, and ethical use of technology. Therefore, reconstructionism can serve as a conceptual foundation for developing Islamic education that is adaptive, transformative, and relevant to contemporary educational challenges.
Karakter Moderat dan Moderasi Beragama dalam Pendidikan Islam: Analisis Bibliometrik Tren Penelitian (2021-2025) Galby Silvia Rachmah; Imroh Atul Musfiroh; Noor Malihah; Ferli Septi Irwansyah
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.864

Abstract

Studi bibliometrik ini secara sistematis memetakan penelitian tentang karakter moderat (karakter moderat) danmoderasi agama dalam pendidikan Islam yang terindeks di Scopus antara tahun 2021 dan 2025. Mulai dari8.057 catatan awal menggunakan kueri 'moderat' DAN 'karakter', korpus secara progresif disaring melaluitujuh tahap, ruang lingkup pendidikan Islam, tahun publikasi, jenis dokumen, bahasa, konteks negara, statusakses terbuka, dan relevansi tematik, sampai pada 15 pasal akhir. Analisis dilakukan dengan menggunakanpaket Bibliometrix R dan divisualisasikan melalui produksi ilmiah tahunan, tren kutipan, frekuensi kata kunci, awan kata, frekuensi kata dari waktu ke waktu, dan pemetaan tematik. Temuan mengungkapkan tingkatpertumbuhan tahunan 31,61%, dengan 'moderasi agama' (n=6) dan 'pendidikan karakter' (n=4) sebagai katakunci yang dominan. Pemetaan tematik memposisikan karakter moderat sebagai tema motorik, relevan secaraterpusat dan dikembangkan dengan baik secara internal, sementara moderasi agama dan pendidikan karaktermenempati kelompok yang muncul, menunjukkan konsolidasi teoretis yang sedang berlangsung. Artikel yangpaling banyak dikutip (Mujahid, 2021; 39 kutipan) menambatkan bidang ortodoksi Islam berbasis pesantren.Empat klaster tematik diidentifikasi: (1) strategi moderasi agama, (2) karakter moderat dalam kontekskelembagaan, (3) dimensi organisasi dan kepemimpinan, dan (4) internalisasi kurikulum. Terlepas dari volumepublikasi yang terus bertambah, bidang ini tetap terfragmentasi di seluruh pengaturan kelembagaan danpendekatan pedagogis, dengan integrasi terbatas dari kerangka pendidikan Islam yang lebih luas. Khususnya,perspektif berorientasi Maqasid al-Syariah dan studi empiris berbasis PTKIN masih relatif kurang dieksplorasi,menunjukkan arah yang menjanjikan untuk penelitian di masa depan tentang landasan konseptual dan praktispembentukan karakter moderat.
The Role of Ruangguru Online Tutoring in Islamic Religious Education (PAI) Learning for Madrasah Ibtidaiyah Students Susanto Susanto; Misbahul Khairani; Noor Malihah; Ferli Septi Irwansyah
Southeast Asian Journal of Islamic Education Vol 9 No 1 (2026): Southeast Asian Journal of Islamic Education, June 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v9i1.13569

Abstract

This study examines the role of Ruangguru online tutoring in supporting Islamic Religious Education (PAI) learning among students at MI Al-Azhar Samarinda. Using a qualitative field research design, data were collected through observation, in-depth interviews, and documentation. Participants consisted of seven students who actively used Ruangguru for PAI learning, seven parents, one Ruangguru branch manager, and one marketing officer, selected purposively to represent student, family, and platform perspectives. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings show that Ruangguru in Samarinda operates through an e-learning model centered on the Ruangngaji feature. This feature provides animated PAI learning videos, infographic summaries, Ruang Uji practice exercises, and learning progress reports. Ruangguru supports PAI learning by improving students’ understanding and learning outcomes, providing accessible learning facilities, increasing motivation and enthusiasm, helping students overcome difficulties in Qur’anic recitation and related materials, and enabling students to access learning resources anytime and anywhere. The study indicates that online tutoring platforms can serve as complementary learning resources for PAI at the madrasah ibtidaiyah level. However, broader studies involving different schools, platforms, and learning contexts are needed to strengthen the generalizability of these findings.
Co-Authors Abdul Hayyi Galby Silvia Rachmah Hamsir Imroh Atul Musfiroh Misbahul Khairani Noor Malihah Susanto Susanto Yosi Huzna Nidia Ningrum