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All Journal TANJAK: Journal of Education and Teaching Southeast Asian Journal of Islamic Education Research Journal on Teacher Professional Development
Faqih Abdul Aziz
Universitas Islam Negeri Sunan Ampel Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Tabayyun Resilience: Wikipedia Intervention in Reducing Digital Blind Trust Among Students of SMK UNITOMO Surabaya Faqih Abdul Aziz; Evi Fatimatur Rusydiyah; Ghazali Mohamed Fadzil
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.v9i1.13277

Abstract

The pervasive penetration of digital technology in the digital era has led to digital blind trust among students of Vocational High Schools (Sekolah Menengah Kejuruan/SMK), whereby open encyclopedia platforms are often treated as absolute truth without verification. This quasi-experimental study aims to examine the effectiveness of a forensic investigation intervention targeting Wikipedia's open-editing architecture in reducing digital blind trust and enhancing students' Tabayyun resilience. Employing a nonequivalent control group design, the study involved 44 Grade X students at SMK UNITOMO Surabaya, divided into experimental and control classes. Data were collected through Likert-scale questionnaires administered at the pre-test and post-test phases. Subsequently, they analyzed using N-Gain, Shapiro-Wilk, Levene's Test, Welch's Independent Sample t-test, and Cohen's d. Statistical computations confirmed the statistically significant rejection of the null hypothesis (p < 0.001). The experimental class showed substantial cognitive improvement, with a mean N-Gain of 0.6166, in stark contrast to the control class, which exhibited a regression in competency (N-Gain = −0.0617). Effect size analysis yielded a Cohen's d value of 4.925, confirming a large intervention effect. In conclusion, direct deconstruction of vulnerabilities in digital information architecture demonstrates strong empirical potential to facilitate the transformation of Tabayyun from a moral recommendation into a measurable self-regulating behavior. These findings underscore the urgency of integrating critical digital literacy into the Islamic Religious Education curriculum as a vocational epistemological safeguard in the twenty-first century.
Model Integrasi PAI Kontekstual: Sinergi Al-Qur'an Hadis, Fikih, Aqidah Akhlak, dan SKI sebagai Resolusi Etika Berkomunikasi di Era Post-Truth Rita Andria Ismawati; Liswa fitriyatul lu'luul lailiyah; Maziroh Diyati; Syifa Jannatuzzahra; Faqih Abdul Aziz
TANJAK Vol 7 No 1 (2026): Februari
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i1.3008

Abstract

Era post-truth telah memicu krisis etika komunikasi siber secara masif, mulai dari penyebaran hoaks, perundungan siber (cyberbullying), hingga manipulasi algoritma yang mengancam ketahanan moral Generasi Digital Native. Pendidikan Agama Islam (PAI) di madrasah sejatinya diproyeksikan sebagai tameng moral utama; namun, fragmentasi struktural keempat rumpun keilmuannya Al-Qur'an Hadis, Fikih, Aqidah Akhlak, dan Sejarah Kebudayaan Islam (SKI) justru memicu kelumpuhan analitis dan "ego sektoral" pada peserta didik. Merespons anomali tersebut, penelitian ini bertujuan untuk merumuskan desain epistemologis dan operasionalisasi pedagogis integrasi kontekstual PAI sebagai resolusi degradasi moral di ruang digital. Menggunakan pendekatan kualitatif dengan desain library research yang analitis-kritis, penelitian ini menyintesis paradigma integrasi-interkoneksi ilmu, model Contextual Teaching and Learning (CTL), dan teori Konstruktivisme Sosial. Hasil penelitian mengonstruksi sebuah sinergi lintas disiplin yang meleburkan literasi tabayyun dan anti-dusta (Al-Qur'an Hadis), ketegasan kaidah Fikih Informasi (Fikih), internalisasi muraqabatullah sebagai fondasi akhlak digital (Aqidah Akhlak), serta preseden historis resolusi konflik masa lalu (SKI). Secara praksis, transformasi pedagogis ini dioperasionalkan melalui penciptaan Zone of Proximal Development (ZPD) Digital dan dievaluasi secara integratif menggunakan instrumen Project-Based Learning (PBL) lintas disiplin. Kesimpulannya, model integrasi kontekstual ini terbukti secara epistemologis mampu membongkar fragmentasi kognitif dan melahirkan keberanian moral (moral courage) bagi generasi muda untuk menjadi agen literasi aktif. Implikasi temuan ini menawarkan arsitektur resiliensi moral siber yang holistik bagi institusi madrasah melalui transformasi pedagogi lintas disiplin yang sinergis dan adaptif.
Classroom Teachers as Moral Role Models for Elementary Aged Children: Reconstructing Uswah Ḥasanah in Light of Moral Exemplarism and Moral Development Theory Rohmat Robi' Rozaqiy; Yoga Wahyu Wicaksono; Mazidatun Ni'mah; Muchammad Naufal Abid; Faqih Abdul Aziz
Research Journal on Teacher Professional Development Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i02.33757

Abstract

Teacher exemplarity is widely recognised as a pillar of character education, and within the Islamic educational tradition it is articulated through the concept of uswah ḥasanah. However, the literature on uswah ḥasanah has long been dominated by a normative-descriptive frame that asserts the imperative for teachers to serve as exemplars without explaining the mechanism of moral emulation or the conditions of its success. This study aims to reconstruct uswah ḥasanah as a dimension of the professional character of madrasah ibtidaiyah classroom teachers. It is a conceptual study of the theory-adaptation type, conducted through library research and employing a comparative-integrative technique that brings uswah ḥasanah into dialogue with moral exemplarism and moral development theory across predetermined dimensions. The analysis reveals that uswah ḥasanah contains an implicit affective architecture admiration driving emulation through narrative and that the effectiveness of exemplarity depends on its attainability for young children. The reconstruction yields an integrated five-component construct: the teacher's character as a concrete moral referent, the evocation of admiration that drives emulation, the mediation between paradigmatic and proximal exemplars, the reflective management of exemplary narrative, and the calibration of exemplar attainability. This positions the classroom teacher as a proximal exemplar mediating the prophetic ideal, rendering exemplarity a developable competence rather than an assumed trait. Its novelty lies in bridging the Islamic tradition of exemplarity with contemporary moral exemplarism, with implications for professional development and prospective-teacher formation
Co-Authors Evi Fatimatur Rusydiyah Ghazali Mohamed Fadzil Liswa fitriyatul lu'luul lailiyah Mazidatun Ni'mah Maziroh Diyati Muchammad Naufal Abid Rita Andria Ismawati Rohmat Robi' Rozaqiy Syifa Jannatuzzahra Yoga Wahyu Wicaksono