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All Journal Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan ALFIHRIS: Jurnal Inspirasi Pendidikan
Chairunnisa Djayadin
Universitas Muhammadiyah Luwuk Banggai
Education

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Internalizing Politeness Values Through TikTok Exposure in Shaping Adolescent Moral Doing: A Perspective of Thomas Lickona's Character Education Theory Nailah Alfarafisha Laiya; Sahrul Salingkat; Indri A. Hapid; Indah Baladil; Chairunnisa Djayadin
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Vol. 8 No. 2 (2026): Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ay.v8i2.2314

Abstract

The development of TikTok as a social media platform has made digital space one of the environments influencing adolescents’ character formation, including the value of politeness. This study aims to analyze the process of internalizing politeness values through exposure to TikTok, its influence on the formation of junior high school students’ moral doing, and its supporting and inhibiting factors based on Thomas Lickona’s character education theory. This study employed a library research method by reviewing relevant journal articles, books, and scientific documents published between 2020 and 2026. The data were analyzed through reduction, categorization, interpretation, and conceptual synthesis. The findings indicate that the internalization of politeness values through TikTok occurs through content exposure, imitation of content creators’ behavior, habituation of digital communication, and social interaction through comment and content-sharing features. This process develops from moral knowing and moral feeling to moral doing, reflected in the use of polite language, respect for others, ethical communication, and social concern. TikTok exposure can have positive effects through educational, religious, and anti-bullying content; however, it may also weaken politeness through rude content, negative trends, and excessive use. The formation of politeness is supported by family, teachers, social environment, digital literacy, and positive content, while limited guidance, permissive peer environments, and exposure to negative content become inhibiting factors. This study proposes the Digital Politeness Ecology Model for Adolescents as a conceptual framework for fostering polite character in the TikTok era.
A Comparative Analysis of Al-Ghazali's and John Dewey's Thought for Developing Character-Based Inclusive Curricula Vriti S. Asilai; Tri Rosyanti Nurhasanah; Lisa Sadjama; Ahmad Chaerul Fauzi; Chairunnisa Djayadin
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Vol. 8 No. 2 (2026): Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ay.vi.2343

Abstract

Global discourse on inclusive education has shifted from mere fulfilment of physical access toward epistemic and pedagogical justice in the classroom, yet the integration of children with special needs into religious curricula such as Islamic Education in Indonesia remains constrained by a cognitive-textual orientation that neglects spiritual actualization. This study aims to construct a character-based inclusive curriculum framework by comparatively examining the educational thought of Abu Hamid Al-Ghazali and John Dewey, particularly their conceptions of the nature of the child, teaching method, and curriculum implementation. Employing a qualitative library research method, primary and secondary texts on Al-Ghazali’s notion of fitrah and Dewey’s philosophy of inclusion and experiential learning were reduced, categorized, and synthesized through comparative content analysis. The findings reveal that both thinkers converge in rejecting the reduction of the child to a passive object, positioning the learner instead as an active subject endowed with either innate spiritual potential or adaptive experiential capacity. Their methodological orientations, riyadhah al-nafs and experiential learning, are found to reinforce rather than contradict one another, offering a pedagogical bridge between spiritual internalization and the social construction of knowledge. These findings further inform a three-stage strategy for implementing an inclusive, character-based curriculum that accommodates the rights of children with special needs without sacrificing cognitive or spiritual balance. This synthesis offers a fresh conceptual contribution for curriculum developers seeking a humanistic yet transformative model of religious inclusion.
Implementation of the Love-Based Curriculum in Akidah Akhlak Learning at MAN 1 Banggai Futy Marwalian Lalio; Chairunnisa Djayadin; Muhammad Arbai; Heni Devita Sari; Asraty Poku
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 4 (2026): Oktober: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/8prxxy70

Abstract

 This study aims to describe the implementation of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) in Aqidah Akhlak (Islamic creed and ethics) instruction at Madrasah Aliyah Negeri (MAN) 1 Banggai, as well as to identify supporting factors, inhibiting factors, and its impact on student character formation. The study is motivated by phenomena such as moral degradation, intolerance, and violence within educational settings, which indicate that educational approaches emphasizing only cognitive aspects have failed to fully shape students' character. A descriptive qualitative method was employed, utilizing data collection techniques such as observation, structured interviews, and document analysis. The results show that the implementation of the Love-Based Curriculum at MAN 1 Banggai has proceeded systematically through the internalization of five key pillars love for God and the Prophet, love for knowledge, love for the environment, love for fellow human beings, and love for the homeland. These pillars are integrated into learning objectives, content, and activities using methods such as discussions, inspirational stories, case studies, self-reflection, and role modeling. Supporting factors include a conducive school environment, teacher role modeling, and support from the school principal and educational staff; conversely, inhibiting factors include the diversity of student characteristics, limited human resources, a lack of professional training, and a heavy curriculum workload. The impact of the KBC implementation is evident in increased empathy, social concern, the confidence to express opinions, and respect for teachers and parents, alongside a more inclusive classroom atmosphere and a shift in teacher-student relations toward an educational partnership. The study concludes that the Love-Based Curriculum is effective in fostering a generation that is intellectually intelligent, emotionally mature, and spiritually strong, and it recommends strengthening teacher training, securing school policy support, and developing practical modules from the Ministry of Religious Affairs. 
Digital Literacy Transformation Based on K.H. Ahmad Dahlan’s Tajdid: Enhancing Students' Technical Competence and Digital Ethics in Islamic Religious Education Chairunnisa Djayadin; Melani Syaputry Dehan Malihu; Muhammad Agil Matantu; Kiki Hamrin; Suci Ramadan
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 4 (2026): Oktober: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/7sa5y517

Abstract

Digital transformation requires Islamic Religious Education (PAI) not only to develop students’ technical skills in using digital technology but also to foster critical thinking and digital ethics grounded in Islamic values. This study aims to analyze the current state of students’ digital literacy, examine K.H. Ahmad Dahlan’s concept of tajdid as a philosophical foundation, and formulate a tajdid-based digital literacy transformation framework for PAI learning. This study employs a qualitative approach using a library research method. Data were collected from relevant journal articles, books, and scholarly publications and analyzed using content analysis through the stages of data reduction, synthesis, interpretation, and conclusion drawing. The findings indicate that students’ digital literacy remains predominantly oriented toward operational skills and therefore requires further development in information evaluation, critical thinking, and digital ethics. Conceptually, this study produces a tajdid-based digital literacy transformation framework consisting of three pillars: technological transformation, pedagogical transformation, and Islamic character transformation. This framework is further articulated into four stages of competency development: digital access (access to digital learning resources), digital competence (mastery and effective use of technology), critical digital literacy (critical analysis and information verification through the Islamic principle of tabayyun), and Islamic digital ethics (the internalization of the values of amanah (trustworthiness), ṣidq (truthfulness), responsibility, and respect for the rights of others). The three pillars and four stages constitute a conceptual synthesis derived from the reviewed literature rather than a model whose effectiveness has been empirically tested. Thus, this framework offers a conceptual foundation for developing digital literacy in PAI learning by integrating technological competence, critical thinking, and digital character formation grounded in Islamic values.
The Implementation of Smartboard Media as Interactive Technology in Religious Learning for Early Childhood at TK Al-Gazali Luwuk Risky Diya Amalia Rais; Rajiman Habudu; Nurma R. Djira; Siti Bashirah; Riska Ninda; Chairunnisa Djayadin
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 4 (2026): Oktober: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/zw3kxz98

Abstract

The development of digital technology in education has encouraged the use of interactive learning media for early childhood learners. This study aimed to describe the implementation of Smartboard as an interactive technology in religious learning at TK Al-Gazali Luwuk, examine students’ responses and engagement, and identify supporting and inhibiting factors in its implementation. A descriptive qualitative approach was used. Data were collected through interviews, observations, and documentation involving the principal and an Islamic education teacher. The data were analyzed through data reduction, data display, and conclusion drawing. The findings showed that Smartboard was implemented through lesson planning and classroom activities using videos, images, animations, and audiovisual materials to support religious learning. Its use generated positive responses from students, reflected in increased enthusiasm, learning interest, attention, and active participation. Supporting factors included government support, teacher training, and positive attitudes toward technology, while limited internet access and teachers’ need for improved technological competence were identified as the main challenges. Overall, Smartboard can serve as an effective interactive learning medium for religious education in early childhood settings.
The Strategies for Efficient Management of Facilities and Infrastructure in Supporting Learning Quality at Madrasah Aliyah Negeri 1 Banggai Asraty Poku; Nur Aziza Labalo Aziza; Murniati Wahab; Rizaldy Firmansyah Mukhtar; Chairunnisa Djayadin
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 4 (2026): Oktober: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/zbfqyv29

Abstract

This study describes efficiency strategies in managing educational facilities and infrastructure to support learning quality at Madrasah Aliyah Negeri 1 Banggai. It focuses on needs-based planning and procurement, the use and maintenance of facilities, and supporting factors, constraints, and possible responses. The study employed a descriptive qualitative approach. Data were collected in January 2025 through semi-structured interviews, observation, and document review. The informants consisted of one head of madrasah, one guidance and counseling teacher (BP/BK), one facilities and infrastructure staff member, and ten students. The documents reviewed included inventory records, needs/procurement plans, and budget documents. Interview data were compared with observation notes and relevant documents. The practices described in the manuscript include prioritizing needs, adjusting procurement to the available budget, sharing facilities, and repairing items that remain usable. Because supporting documentary evidence is no longer available, the findings should be understood as a descriptive account of reported practices rather than a quantified assessment of cost savings or proof of a direct causal effect on learning outcomes. Further details about the informant-selection criteria and the specific observation procedure require confirmation.
Implementation of the Planning and Maintenance Cycle Model for Educational Facilities and Infrastructure in Improving Learning Quality at SMP Al Ihsan Bintan Siti Selviah; Chairunnisa Djayadin; Maya Sari; Arnila Sidae; Jurdin Sapat; Mawaddah Mawaddah
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 4 No. 4 (2026): Oktober: Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/pb0aem15

Abstract

This study aims to analyze the implementation of the planning and maintenance cycle model for educational facilities and infrastructure in improving learning quality and to identify the challenges encountered at SMP Al Ihsan Bintan. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, observations, and documentation involving the principal, vice principal for facilities and infrastructure, teachers, and students. Data were analyzed using data reduction, data display, and conclusion drawing, while validity was ensured through source, technique, and document triangulation. The findings indicate that the implementation of the planning and maintenance cycle has been carried out but remains suboptimal. Planning is still primarily administrative rather than learning-needs based, while maintenance is largely corrective and lacks a structured preventive system. The main challenges include limited funding, the absence of standard operating procedures, insufficient technical personnel, changes in facility management personnel, and inadequate asset inventory. The study concludes that improving learning quality requires systematic and sustainable management of educational facilities through effective planning and maintenance to maximize the utilization of educational resources.
Co-Authors Ahmad Chaerul Fauzi Arnila Sidae Asraty Poku Futy Marwalian Lalio Heni Devita sari Indah Baladil Indri A. Hapid Jurdin Sapat Kiki Hamrin Lisa Sadjama Mawaddah Mawaddah Maya Sari Melani Syaputry Dehan Malihu Muhammad Agil Matantu Muhammad Arbai Murniati Wahab Nailah Alfarafisha Laiya Nur Aziza Labalo Aziza Nurma R. Djira Rajiman Habudu Riska Ninda Risky Diya Amalia Rais Rizaldy Firmansyah Mukhtar Sahrul Salingkat Siti Bashirah Siti Selviah Suci Ramadan Tri Rosyanti Nurhasanah Vriti S. Asilai