Desnas Artanti
Universitas Islam Negeri Prof. KH. Saifuddin Zuhri Purwokerto

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Moral Responsibility and Self-Regulation in Character Education: Evidence from Draz's Quranic Ethics Didi Darmadi; Muhammad Kholid Muslih; Zahratur Rofiqah Binte Mochamad Sandisi; Desnas Artanti
Ulul Albab: Jurnal Studi Islam Vol 27, No 1 (2026): Islamic Education and History
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v27i1.41241

Abstract

This study examines the relationship between moral responsibility and self-regulation in character education based on Muhammad Abdullah Draz’s ethical framework, employing a mixed-methods design. Draz’s ethical theory consists of several interrelated concepts, namely al-ilzâm (moral obligation), al-masûlîyah (moral responsibility), al-nîyah (intention), al-juhd (moral striving), and al-jazâ (moral consequence). Among these concepts, the present study specifically focuses on al-masûlîyah (moral responsibility) in relation to students’ self-regulation within the context of character education. The quantitative phase involved students in several schools, where data were collected using structured questionnaires and analyzed through correlation and regression analysis. The qualitative phase involved interviews to explore how moral responsibility is internalized and expressed in students’ daily behavior. The quantitative findings indicate that moral responsibility has a significant positive effect on students’ self-regulation. It suggests that higher levels of moral responsibility are associated with stronger self-regulatory capacities in learning and behavior. Supporting the result, the qualitative findings show that moral responsibility is developed through processes of reflection, habituation, and moral awareness within both classroom and school environments. Overall, the principles of al-masûlîyah (moral responsibility) and al-ilzâm (moral obligation) provide a robust conceptual framework for understanding character development, particularly in explaining how moral values shape students’ self-regulated behavior in the educational context of schools. Thus, Draz’s theory makes a significant contribution to the development of holistic, value-based character curricula and pedagogy that are responsive to contemporary social change.
Blending Visual Humor and Sermon Audio: TikTok Da’wah Strategies for Generation Z Untung Famuji; Aris Munandar; Desnas Artanti; Nida Nadia Zakiyatunnisa
Masjiduna : Junal Ilmiah Stidki Ar-Rahmah Vol 9 No 1 (2026): Juni
Publisher : Sekolah Ilmu Dakwah dan Komunikasi Islam (STIDKI) Ar Rahmah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52833/masjiduna.v9i1.309

Abstract

A growing number of Islamic content creators on TikTok now separate two message channels within a single video: the visual channel carries entertainment material such as comedy clips, memes, gameplay recordings, or aesthetic footage, while the audio channel carries excerpts of religious sermons. This hybrid format remains understudied because the existing literature on digital da’wah generally examines preachers who themselves perform humorously, rather than the detachment of humor from the religious source. This study aims to map the typology of visual–audio pairings in TikTok da’wah content, to explain how visual humor lowers the psychological resistance of Generation Z audiences, and to identify the risk of decontextualizing sermon excerpts. The study employs a descriptive qualitative approach using the netnographic method. Data were collected through non-participant observation of 570 videos from four Indonesian-language TikTok da’wah accounts between January and April 2026, supplemented by public metrics and audience comments, and analyzed through data condensation, data display, and conclusion verification. The findings identify four types of visual–audio pairing: consolation–admonition, absurd–reflective, gameplay–narrative, and aesthetic–devotional, distributed very unevenly across the corpus: gameplay–narrative accounts for 87.72 percent (500 videos), consolation–admonition together with its absurd–reflective variant for 7.02 percent (40 videos), and aesthetic–devotional for 5.26 percent (30 videos). Visual humor operates through the peripheral route: it diverts the cognitive resources ordinarily used to construct counterarguments while generating positive affect that eases message acceptance. This effect, however, is stronger for recall than for attitude change, so claims about the effectiveness of the format should be stated proportionally. The study further finds a decontextualization risk when sermons are cut into 20–40 second fragments stripped of conditions, context, and attribution; 82 percent of the corpus identifies the preacher in no form whatsoever. It concludes that the two-channel format is an effective rhetorical strategy for breaching scroll culture, yet demands citation ethics and adequate Islamic literacy from creators.