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All Journal Jurnal Indo-Islamika Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Suci Indah Putri
Hiroshima University, Japan
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Living Qur’an in The Pesantren Campus: Religious Authority and Qur’anic Pedagogy at Ma’had Al-Jami’ah Uin Ar-Raniry, Indonesia Fadhal Al Khalidi; Hasani Ahmad Said; Zahratul Farhah; Raudhatul Jannah; Rayyan Fitra Mulya; Suci Indah Putri
JURNAL INDO-ISLAMIKA Vol. 16 No. 1 (2026): Jurnal Indo-Islamika (June)
Publisher : Graduate School of UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jii.v16i1.51854

Abstract

This study examines how the Living Qur’an is practiced through religious authority and Qur’anic pedagogy at Ma’had Al-Jami’ah UIN Ar-Raniry, Indonesia. While Ma’had Al-Jami’ah has become a common institutional model in Indonesian Islamic higher education, its operation within Aceh’s distinctive socio-religious context offers an important case for understanding how pesantren-based Qur’anic formation is negotiated in a modern university. The study addresses the tendency to treat taḥsīn and Qur’anic learning primarily as technical processes of improving recitation, while overlooking their broader role in producing religious subjectivity, moral discipline, and embodied authority. Employing a qualitative case study design, the research draws on observation, semi-structured interviews with Ma’had administrators, Qur’anic teachers, students, and alumni, as well as institutional documentation and placement test data. The findings show that Ma’had Al-Jami’ah functions as an institutional space where the Qur’an is lived through taḥsīn, talqīn, taḥfīẓ, worship habituation, moral supervision, and emotional-psychomotor pedagogy. Religious authority is constructed through the teacher’s voice, correction, repetition, textual reference, and direct teacher-student interaction. The study also reveals that students’ Qur’anic literacy is uneven, shaped by prior educational backgrounds, institutional classification, learning duration, and everyday academic pressures. Theoretically, this article expands Living Qur’an studies by showing that Qur’anic reception is not only ritual or communal, but also institutional, pedagogical, embodied, and socially differentiated. It contributes to Qur’anic studies, lived Islam, pesantren studies, and Islamic higher education by demonstrating how the Qur’an becomes lived within the disciplined structure of a pesantren campus.
Mitigating Digital Brain Fatigue Through Structured Reflection: A Self-Regulated Learning Intervention in Science Teacher Education Sri Masnita Pardosi; Retno Dwi Suyanti; Nadia Mubarokah; Alvi Sahrin Nasution; Suci Indah Putri
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.629

Abstract

The increasing digitization of science education has intensified concerns about digital brain fatigue among pre service science teachers, a state of cognitive depletion characterized by reduced attentional control and learning efficiency. While reflective journaling supports metacognitive development, its potential as a structured intervention for cognitive regulation remains underexplored. This quasi experimental study investigated the effectiveness of a structured reflective daily journal intervention grounded in self regulated learning principles in reducing digital brain fatigue. Participants were 52 Indonesian pre service science teachers engaged in digitally intensive science learning. They completed a four week intervention comprising seven Likert scale items targeting forethought, performance control, and self reflection phases of self regulated learning. Digital brain fatigue was measured using a validated 15-item scale assessing attentional depletion, cognitive exhaustion, and reduced learning efficiency. Results revealed a significant decrease in digital brain fatigue from pretest (M = 3.87, SD = 0.54) to posttest (M = 3.21, SD = 0.49), with a mean difference of 0.66 (t = 7.84, p < 0.001). Thematic analysis of reflective journals revealed that physical indicators (eye strain: 94.4%; headaches: 86.1%) and behavioral indicators (unnecessary social media checking: 97.2%) were reported more frequently than purely cognitive indicators. Structured reflective daily journals effectively mitigate digital brain fatigue by enhancing metacognitive awareness, facilitating cognitive load management, and strengthening behavioral regulation. These findings extend theoretical frameworks linking self regulated learning to cognitive well being and offer a practical strategy for promoting cognitive sustainability in higher education
Co-Authors Alvi Sahrin Nasution Fadhal Al Khalidi Hasani Ahmad Said Nadia Mubarokah Raudhatul Jannah Rayyan Fitra Mulya Retno Dwi Suyanti Sri Masnita Pardosi Zahratul Farhah