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This Author published in this journals
All Journal Journal of Contemporary Islamic Primary Education Journal of Contemporary Gender and Child Studies
Muh. Asharif Suleman
Institut Agama Islam Negeri Kendari
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Islamic Education and Generation Z Moral Development: Digital-Based Character Building in Indonesian Urban Schools Ushie Uswatun Hasanah; Muh. Asharif Suleman; Sayed Sayed; Zulfi Idayanti; Ahmad Hilmi; Muh Zacky Fadhil Rachmat
Journal of Contemporary Islamic Primary Education Vol 4 No 2 (2025): December: Quality of Basic Education in the Indonesian context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i2.476

Abstract

Despite extensive research on moral education, limited studies examine how Islamic education responds to Generation Z’s moral crisis amid Indonesia’s rapid digital transformation. This study explores the role of Islamic education in fostering moral resilience among urban Generation Z facing digital globalization challenges. Using a qualitative descriptive case study, data were collected through in-depth interviews with 15 Islamic Religious Education teachers, 5 school principals, and 30 students from five urban Islamic schools implementing digital-integrated learning. Data were supported by 120 hours of participatory observation and document analysis over six months. Findings identify five major manifestations of moral crisis: declining social empathy, with 62% of students prioritizing virtual over real interactions; exposure to harmful digital content affecting 87% of students; digital hedonism influencing 77%; rising individualism, with 68% preferring individual tasks; and weakened spiritual awareness reflected in a 60% decline in voluntary religious participation. Islamic education shows strategic potential through digital media integration, project-based learning that achieved 85% student engagement, and teacher digital role modeling. However, challenges persist, including limited educator digital literacy (68% lacking adequate training), non-contextual pedagogy in 60% of observed classes, and weak family–school collaboration. This study proposes a transformative framework integrating Islamic values with digital pedagogy for Indonesian Generation Z, contributing to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) through culturally responsive moral education.
Bridging Cognitive and Social-Emotional Development Frameworks: Toward Responsive Learning Design in Indonesian Primary Schools Muhammad Fadhil; Muh. Asharif Suleman; Chairul Bariyah; Chairan Zibar L. Parisu Parisu; Nourma Yulita
Journal of Contemporary Gender and Child Studies Vol 4 No 3 (2025): December: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v4i3.467

Abstract

Diverse prior research reveals gaps in integrating cognitive and social-emotional development theories into primary school learning design, particularly within Indonesia's digital-era context. This study aims to develop a conceptual framework bridging both developmental aspects to design responsive learning in Indonesian primary schools. Employing an Integrative Literature Review, this study examined 65 national and international journal articles, academic books, and research reports published 2015-2025 through systematic search strategies, defined inclusion-exclusion criteria, and thematic analysis. Findings identify that child aged 7-11 years in the concrete operational stage require learning emphasizing hands-on experiences, concrete representations, and contextual activities. Integration of social-emotional aspects, self-awareness, emotion management, social relationships, and empathy, demonstrates significant correlation with learning motivation, classroom participation, and academic achievement. This study offers a comprehensive framework integrating Piaget's cognitive development theory with Social and Emotional Learning (SEL), generating five implementable strategies: differentiated instruction, experiential learning, systematic SEL integration, balanced technology utilization, and teachers' role as holistic facilitators. The conceptual contribution provides theoretical-practical foundations for developing responsive learning designs that comprehensively accommodate children's developmental needs in Indonesian primary schools.
Co-Authors Ahmad Hilmi Chairan Zibar L. Parisu Parisu Chairul Bariyah Muh Zacky Fadhil Rachmat Muhammad Fadhil Nourma Yulita Sayed Sayed Ushie Uswatun Hasanah Zulfi Idayanti