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Dedi Wahyudi
UIN Jurai Siwo Lampung, Indonesia
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Transforming the Resilience of Students from Broken Home Backgrounds through the Optimization of Islamic Education Strategies Tasya Bella Anggraeni; Akla Akla; Aguswan Khotibul Umam; Dedi Wahyudi
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2705

Abstract

The phenomenon of broken homes is one of the factors influencing students’ social-emotional development, such as emotional instability, low self-esteem, and difficulty building adaptive social relationships. This situation demands educational strategies that are not only focused on cognitive aspects but also strengthen students’ psychological resilience. This study aims to analyze Islamic educational strategies in building resilience among students from broken homes. The study employed a qualitative approach with a case study design. Data collection was conducted through observation, in-depth interviews, and documentation, followed by analysis via data reduction, data presentation, and conclusion drawing using triangulation to ensure validity. The results indicate that effective Islamic educational strategies include integrating spiritual values into learning, fostering religious practices, teacher role modeling, and empathetic communication. These strategies enhance students’ ability to manage emotions, strengthen social relationships, and develop spirituality as a source of internal resilience. This study confirms that Islamic education plays a strategic role as a protective factor in building resilience among students from broken homes.  
Generation Z Learning Style Adaptation Strategies in Islamic Religious Colleges: Neuroscience and Generative AI in Religious Education Abdul Mukti; Ida Umami; Ahmad Zumaro; Dedi Wahyudi
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2774

Abstract

The purpose of this study is to analyze the adaptation strategy of Islamic Religious Education (PAI) learning for Generation Z by integrating a neuroscience approach and the use of Generative Artificial Intelligence (AI). The background of the problem is the gap between the unique characteristics of Generation Z (digital native, short attention span, visual-spatial) and religious learning methods that are still conventional and textual. Previous studies have mostly discussed AI as an assistive tool or neuroscience separately, none of which has integrated the two to map the concrete learning styles of Generation Z in the context of Islamic religious education. This research method uses a qualitative approach with a case study design in three PTKI (Islamic Religious Colleges) in Lampung. Data were collected through participatory observation, in-depth interviews with lecturers and students, and analysis of Semester Learning Plan (RPS) documentation. Data analysis used the interactive model of Miles and Huberman combined with simple neural mapping techniques from observations of respondents' brain activity (through response tests and focus groups).
Reconstruct Islamic Religious Education Pedagogy for Post-Conflict Trauma Healing: A Study the Case of Muted Classrooms in Islamic Schools in the Lampung Region Eka Syafriyanto; Ida Umami; Ahmad Zumaro; Dedi Wahyudi
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2775

Abstract

Islamic Religious Education (PAI) in post-conflict areas faces a paradoxical challenge: it must simultaneously prevent radical re-engagement while healing deep-seated psychosocial trauma without promoting victim narratives. Existing studies have focused on deradicalization programs outside of formal schools or on trauma-informed pedagogy in secular contexts. This study addresses this critical gap by examining how PAI can function as a trauma-healing pedagogy within formal Islamic schools in communities formerly affiliated with terrorists. Using a participatory action research (PAR) design, the study was conducted over three weeks in three Islamic schools in South Lampung Regency, Bandar Lampung City, and Tulang Bawang Regency , Lampung, Indonesia. Data were collected through classroom observations (7 sessions), in-depth interviews with teachers, students, and community leaders (n=42), and trauma-informed narrative analysis of student diaries. This study contributes by introducing the Healing-Centered Islamic Pedagogy (HIP) model, which integrates trauma-focused principles, maqāṣid (the goals of Islamic law, specifically the protection of life and mind), and narrative reconciliation. This is the first study to reveal the phenomenon of passive classes in Islamic Religious Education in post-conflict Lampung
Co-Authors Abdul Mukti Aguswan Khotibul Umam Ahmad Zumaro Akla Akla Eka Syafriyanto Ida Umami Tasya Bella Anggraeni