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All Journal EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Education and Sociedad Journal
Maskur Maskur
Sekolah Tinggi Agama Islam Nurul Abror Al Robbaniyin
Religion Education Physics Social Sciences Other

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Microlearning for Teaching Faraid, Balaghah, and Qawaid Fiqhiyyah: A Qualitative Study on Instructional Time Constraints Maskur Maskur; Khalid Al Madani
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol. 9 No. 1 (2026): Edu-Religia: Jurnal Keagamaan dan Pembelajarannya
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edu-religia.v9i1.12498

Abstract

This study aims to examine the effectiveness of implementing the microlearning model in the teaching of religious disciplines within pesantren and madrasah environments. The background of this research lies in the challenges of traditional learning, which are constrained by limited time, the complexity of subject matter, and the need for new approaches that are relevant to the digital context. This study employs a qualitative approach, with data collected through observation, interviews, and document analysis. The results reveal five main findings: (1) limitations in instructional time and material complexity can be addressed through content segmentation; (2) students and teachers respond positively to the microlearning model due to its flexibility and contextual relevance;(3) segmented learning materials are proven to significantly enhance students’ comprehension; (4) the role of teachers has shifted from being the sole source of knowledge to becoming facilitators of digital learning;and (5) microlearning has strategic potential as a technology-based learning approach that aligns with pesantren values. These findings indicate that microlearning not only addresses technical learning needs but also strengthens the role of pesantren in providing adaptive and competitive religious education. This study recommends the development of an integrated and sustainable microlearning-based learning system.
Deplatforming the Classroom: Fostering Gen Alpha Students’ Autonomy and Self-Reliance Through Project-Based Tactile Learning Khalid Al-Madani; Rizal Sulthon; Maskur Maskur
Education and Sociedad Journal Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i1.2338

Abstract

This study examines the strengthening of self-reliance among Gen Alpha students at Islamic elementery school within the context of increasing digital dependency. This investigation is crucial as pervasive digital dependency increasingly erodes this generation's real-world problem-solving skills and cognitive autonomy, demanding urgent pedagogical intervention. Employing a qualitative case study design, data were gathered via non-participant observations and in-depth interviews with 14 students, 4 teachers, and 2 instructors, then analyzed using thematic analysis. The findings reveal that students’ self-reliance is not developed through instructional approaches alone, but through experiential learning integrated into daily routines and structured habituation. The findings reveal that students’ self-reliance is not developed through instructional approaches alone, but through experiential learning integrated into daily routines and structured habituation. Independence is manifested holistically across cognitive, emotional, social, and spiritual dimensions through practices such as collective rituals, time-structured discipline, micro-social discipline, and out-of-class activities. The study further shows that digital dependency is not an inherent trait but a socially constructed condition that can be reduced through pedagogical design. Strategies such as experiential learning, detachment from parental dependency, and project-based learning contribute to behavioral transformation from dependency to autonomy. This research contributes a conceptual model of contextual self-reliance based on pesantren-school culture, emphasizing habituation, social interaction, and experiential engagement as key elements. It suggests that fostering independence in the digital era requires reconstructing learning environments rather than merely restricting technology use.
Co-Authors Khalid Al Madani Khalid Al-Madani Rizal Sulthon