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All Journal EduReligia : Jurnal Pendidikan Agama Islam
Ferdinan Ferdinan
Universitas Muhammadiyah Makassar, South Sulawesi
Education Social Sciences

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ISLAMIC DIGITAL LITERACY AND STUDENT CHARACTER: A COMPARATIVE EVALUATION ACROSS MAJORITY AND MINORITY SCHOOL CONTEXTS Ferdinan Ferdinan; Nurul Fadilah; Dina Wulandari; Tri Sutyaningsih; Mahamadaree Waeno
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.15774

Abstract

This study aimed to evaluate and compare the institutional readiness, instructional practices, and student Islamic digital character formation between Muslim-majority and Muslim-minority school contexts using Stake’s Countenance Model. Using Stake's Countenance Model, the study examined antecedents, transactions, and outcomes through a convergent mixed-methods evaluation design involving 20 Islamic education teachers and 80 students. Data were collected through student questionnaires, classroom observations, semi-structured interviews, document analysis, and student digital portfolios. Quantitative data were analysed descriptively using aggregate mean scores, while qualitative evidence was used to interpret institutional, pedagogical, and contextual patterns. Both schools demonstrated strong support for Islamic digital literacy through different pathways. SMP Unismuh Makassar showed stronger formal curriculum-based value integration, whereas Phatnawitya School showed stronger teacher agency and contextual adaptation in a Muslim-minority environment. Student outcomes indicated positive school-supported tendencies in responsibility, self-control, honesty, information verification, ethical communication, creative digital da’wah, and avoidance of harmful content. The study contributes to integrative Islamic education by demonstrating how Islamic values, digital competence, character formation, and contextual pedagogy can be connected within one evaluation framework. The findings remain descriptive and school-contextual and should not be interpreted as evidence of causal or long-term behavioural change.
METACOGNITION MEDIATES SPIRITUAL INTELLIGENCE, CRITICAL THINKING, AND ISLAMIC RELIGIOUS EDUCATION LEARNING OUTCOMES: A PLS-SEM SIMULATION Amin Amin; Muhammad Yaumi; Ferdinan Ferdinan; Ismail Ismail
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 8, No 2 (2024)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v8i2.10514

Abstract

This article proposes an integrative model explaining how spiritual-existential intelligence and critical thinking may influence Islamic Religious Education learning outcomes through metacognition. The study is presented as a PLS-SEM simulation based on a proposed cross-sectional explanatory design involving students of the Faculty of Islamic Studies, Universitas Muhammadiyah Makassar. The simulated model positions spiritual-existential intelligence and critical thinking as exogenous constructs, metacognition as a mediator, and Islamic Religious Education learning outcomes as an endogenous construct. A scenario of 220 complete cases is used to illustrate measurement-model assessment, structural-model evaluation, predictive relevance, and bootstrapped indirect effects. The simulated results indicate that spiritual-existential intelligence and critical thinking positively predict metacognition, while metacognition strongly predicts learning outcomes. Critical thinking also has a significant direct effect on learning outcomes, whereas the direct effect of spiritual-existential intelligence is not significant. Thus, metacognition fully mediates the relationship between spiritual-existential intelligence and learning outcomes and partially mediates the effect of critical thinking. The model supports integrative Islamic education by linking spiritual meaning, analytical reasoning, and conscious learning regulation. Because all numerical results are simulated, field validation is required before empirical or institutional claims are made.
INTEGRATIVE ISLAMIC BOARDING SCHOOL EDUCATION AND SANTRI RESILIENCE: A SEQUENTIAL EXPLANATORY STUDY OF THREE INSTITUTIONAL MODELS Abdul Gani; Ferdinan Ferdinan; Siti Nabila; Dea Rifki Oktaviani
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i1.11511

Abstract

This study examines how integrative pesantren education develops students' religiosity and resilience across three institutional models in Sorong Regency. A sequential explanatory mixed-method design combined survey data from 205 santri with interviews, non-participant observations, and institutional documents from Pondok Pesantren Modern Al-Guroba, Ma'had Bilal bin Rabbah, and Pondok Pesantren Nurul Yaqin. Pearson correlation and simple linear regression showed a positive association between religiosity and resilience (r = .329, p < .001; F = 24.611, p < .001), with religiosity explaining 10.8% of resilience variance. Qualitative findings identified four educational mechanisms: aqidah-based meaning making, worship habituation supporting emotional regulation, communal support, and moral discipline strengthening self-control. The three institutions generated distinctive pathways: structured discipline in the modern model, relational support in the residential model, and meaning-based spiritual endurance in the traditional-modern model. The study proposes a pesantren-based spiritual resilience model integrating Islamic values, educational culture, and psychological development. The findings support the transformation of pesantren into holistic institutions capable of forming religious, adaptive, and psychologically resilient generations.
BEYOND COMPLIANCE: IMPLEMENTING EIGHT GRADUATE COMPETENCIES IN A MULTICULTURAL PAPUAN ISLAMIC BOARDING SCHOOL Zulkifli Zulkifli; Ferdinan Ferdinan; Muh Amin Umar; Muzakkir Muzakkir
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 8, No 1 (2024)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v8i1.8742

Abstract

his study examines how the eight dimensions of Indonesia’s graduate profile are enacted within the educational culture of an Islamic boarding school in multicultural Papua. A qualitative case study was conducted at Islamic Boarding School. Semi-structured interviews involved 19 participants: one pesantren leader, one curriculum coordinator, one school principal, one dormitory caregiver, one Islamic Religious Education teacher, and 14 students. Thematic analysis compared institutional accounts with student-reported experiences across faith and piety, citizenship, critical reasoning, creativity, collaboration, independence, health, and communication. Faith and piety, collaboration, communication, and independence were most consistently embedded because they were reinforced through worship, moral habituation, student organization, public speaking, and residential routines. Citizenship and health were also visible through multicultural coexistence, social service, cleanliness, physical activity, and health support. Critical reasoning and creativity were less evenly experienced, while local Papuan culture was respected but not systematically integrated into curriculum and assessment. Assessment combined academic reports, character records, memorization targets, and annual meetings, but lacked balanced indicators across all dimensions. The study proposes a pesantren graduate competency ecology that links curriculum integration, reflective habituation, role modelling, student agency, community engagement, and multidimensional assessment.
Co-Authors Abdul Gani Amin Amin Dea Rifki Oktaviani Dina Wulandari Ismail Ismail Mahamadaree Waeno Muh Amin Umar Muhammad Yaumi Muzakkir Muzakkir Nurul Fadilah Siti Nabila Tri Sutyaningsih Zulkifli Zulkifli