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All Journal Jurnal Sosial dan Teknologi Journal of Social Research
Kamila Khoirunniswatil Azkiya
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Dari Hafalan ke Arabisasi: Tradisi Puisi Pra-Islam dalam Kebijakan Pendidikan Umayyah dan Relevansinya bagi Literasi Digital Era 5.0 Kamila Khoirunniswatil Azkiya; A. Nurul Kawakip
Jurnal Sosial Teknologi Vol. 6 No. 6 (2026): Jurnal Sosial dan Teknologi
Publisher : CV. Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/jurnalsostech.v6i6.32901

Abstract

Puisi hafalan dan tradisi sastra dalam masyarakat Arab pra-Islam dapat dipahami tidak hanya sebagai karya sastra tetapi juga sebagai alat untuk memperoleh pengetahuan, mengidentifikasi diri, dan mengingat masa lalu. Pada masa Dinasti Umayyah, tradisi tersebut tidak dihapus, melainkan diolah melalui kebijakan Arabisasi, penguatan kuttab, dan pengembangan halaqah sebagai ruang pendidikan yang lebih formal. Tujuan dari artikel ini adalah untuk menunjukkan hubungan antara kebijakan pendidikan Umayyah dan tradisi lisan pra-Islam, serta menunjukkan relevansinya untuk literasi digital di era Society 5.0. Dalam penelitian ini menggunakan pendekatan kualitatif dengan metode library research dan analisis isi-historis terhadap sumber primer dan sekunder, termasuk Al-Qur'an, hadis sahih, kitab klasik, buku sejarah, dan artikel ilmiah. Hasil penelitian menunjukkan bahwa puisi Jahiliyah berperan sebagai sarana pembentukan dan transmisi pengetahuan yang bertumpu pada ritme, pengulangan, dan narasi. Tradisi oral tersebut kemudian dilembagakan oleh Dinasti Umayyah melalui pendidikan bahasa Arab dan pembelajaran hafalan Al-Qur’an. Nilai-nilai pedagogis yang lahir dari tradisi tersebut juga masih memiliki relevansi bagi penguatan literasi digital yang menempatkan manusia sebagai pusatnya. Temuan ini menunjukkan bahwa warisan pendidikan Islam klasik tidak hanya memiliki nilai historis, tetapi juga dapat menjadi sumber inspirasi dalam merancang strategi pembelajaran yang adaptif, kontekstual, dan berorientasi pada penguatan literasi di era digital.
The Effect of Teachers’ Social Competence on Islamic Education Academic Achievement Through Student Engagement Using Digital Technology as a Moderating Variable Kamila Khoirunniswatil Azkiya; Munirul Abidin
Journal of Social Research Vol. 5 No. 9 (2026): Journal of Social Research
Publisher : International Journal Labs (AHU-0028405-AH.01.14 Tahun 2022)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v5i9.3331

Abstract

This research examined the effect of teachers’ social competence on Islamic Religious Education (IRE) learning achievement, mediated by student engagement, with digital technology use as a moderating variable in the relationship between social competence and achievement. A quantitative explanatory survey design was applied to 100 students at SMP YPVDP Bontang, selected through a census (total sampling) approach. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4, employing a two-stage approach for testing the interaction term and bootstrapping with 5,000 subsamples. The results revealed that teachers’ social competence significantly enhanced student engagement, which subsequently improved IRE achievement. However, the direct effect of social competence on IRE achievement was not significant; instead, its influence operated fully through student engagement, indicating that effective teacher–student social interactions must first foster engagement to generate improved academic outcomes. Furthermore, digital technology use did not significantly moderate this relationship, suggesting that technology alone cannot replace the pedagogical and relational quality of teacher–student interactions. The model explained a substantial proportion of the variance in both student engagement and IRE achievement. These findings highlighted that IRE achievement was primarily influenced by teachers’ ability to establish meaningful social relationships that encourage student engagement rather than by the mere availability or intensity of digital technology use. This study contributed a mediation–moderation model of teachers’ social competence and IRE achievement, providing implications for teacher development and digital technology integration strategies.
Co-Authors A. Nurul Kawakip Munirul Abidin