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All Journal Thawalib: Jurnal Kependidikan Islam Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Ilmu Pendidikan dan Humaniora RESLAJ: Religion Education Social Laa Roiba Journal
Hayatina, Lamya
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Ideological Radicalization Among Adolescents: Multidimensional Analysis and Prevention Strategies Sarnoto, Ahmad Zain; Hayatina, Lamya; Rahmawati, Sri Tuti
Jurnal Ilmu Pendidikan dan Humaniora Vol. 13 No. 3 (2024): September: Education and Humanities
Publisher : Insan Akademika Publications

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Abstract

Ideological radicalization among adolescents poses significant challenges to societal stability and security, necessitating comprehensive strategies for prevention and intervention. This research conducts a multidimensional analysis to explore the complex interplay of social influences, individual vulnerabilities, and ideological exposure in shaping susceptibility to extremist ideologies among adolescents. Drawing upon empirical findings, theoretical frameworks, and insights from existing literature, the study elucidates key patterns, relationships, and implications for policy, practice, and future research in the field. The analysis reveals the influential role of peer networks in amplifying vulnerability to radicalization, while also highlighting the nuanced dynamics of family influences and individual vulnerabilities. Psychological factors, such as identity crises and trauma, are identified as critical determinants of susceptibility to extremist narratives. Moreover, the proliferation of online radicalization emerges as a significant driver of radicalization processes, underscoring the importance of targeted interventions to address online influences and promote media literacy among adolescents. Policy implications emphasize the need for integrated approaches to prevention, including investments in education, community engagement, and online regulation. Practitioners are encouraged to prioritize community-based interventions and early support services to address underlying drivers of radicalization among at-risk adolescents.
Digital Literacy Skills of Early Childhood in Using Gadgets Tabrani, Muhamad Doni; Hayatina, Lamya; Nurrita, Teni
Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini Vol. 3 No. 2 (2024): Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/altahdzib.v3i2.620

Abstract

The rapid development of information technology has brought convenience to various aspects of life, one of which is through the use of gadgets. Gadgets have become part of everyday life and are popular among all age groups, including early childhood, due to their diverse features for accessing information and entertainment. Although gadget use is often viewed negatively, when used appropriately, gadgets also have the potential to enhance children's digital literacy skills. This study aims to explore the extent of digital literacy skills in early childhood in using gadgets functionally, by their developmental stage. A qualitative approach was employed, using primary data. Informants were selected through purposive sampling, including teachers, parents, and children aged 4–5. Data collection methods included interviews, observation, and documentation, with instruments developed based on components of children’s digital literacy, namely functional skills and beyond functional skills. Data were analyzed through reduction, display, and conclusion drawing/verification. The results indicate that early childhood learners can operate various applications and features on gadgets, including school-based TV apps such as Kahoot!, Quizizz, Wordwall, and Liveworksheet, as well as smartphone features such as calling, camera, games, WhatsApp, and YouTube. These findings suggest that young children are beginning to demonstrate foundational digital literacy skills that are developing well, although adult guidance and supervision remain essential in their use of technology.
Analysis of the Effectiveness of Instilling Islamic Religious Values in Shaping Students' Religious Character Maulana, Hasan; Budiana, Irma; Adih, Adih; Hayatina, Lamya; Abnisa, Almaydza Pratama
Thawalib: Jurnal Kependidikan Islam Vol. 6 No. 2 (2025): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v6i2.405

Abstract

Religious character education in Madrasah Aliyah plays a crucial role in fostering students with integrity through the integration of Islamic values, exemplary behaviour by teachers, and collaboration among all stakeholders. This study aims to assess the impact of systematically instilling Islamic values on the development of religious character among 10th-grade students at a private Madrasah Aliyah. Employing a quantitative approach with a one-group pretest-posttest design involving 30 students, data were collected through questionnaires and observations, and subsequently analysed using SPSS statistical tests. The results indicate that the data are valid, with all significance values (Sig.) below 0.01, signifying a strong correlation between the indicators and the total score. The normality test yielded Sig. Values above 0.05 indicate a normal data distribution and eligibility for parametric testing. The t-test resulted in a t-value of 4.011, exceeding the t-table value of 2.045 (df = 29), with a Sig. Value of 0.000 < 0.05, suggesting a significant difference in students’ religious character before and after the treatment. An R-squared value of 36.5% demonstrates that the treatment significantly and substantially explains the change in students' religious character. Conclusion: The systematic integration of Islamic religious values through religious activities and curriculum integration effectively shapes students' religious character, reflected in consistent religious understanding, attitudes, and behaviour.
Kemampuan Membaca Al-Qur'an Pendidik Agama Islam: Tracer Alumni PTKI Jakarta Banten Hayatina, Lamya; Ika, Ika
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 3 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i3.11085

Abstract

Competence in reading the Qur’an is a foundational aspect of the credibility and professionalism of Islamic Religious Education (PAI) teachers. However, understanding the actual level of competence, the challenges faced, and the need for professional development among PAI teachers who graduated from Islamic Higher Education Institutions (PTKI) requires further in-depth investigation to design effective and sustainable development programs. This study employed a qualitative phenomenological approach. Data were collected through focus group discussion (FGD) interviews with leaders and lecturers of Islamic Higher Education Institutions (PTKI) in the Jakarta–Banten region, as well as online questionnaires administered to 21 Islamic Religious Education (PAI) teachers who are alumni of various PTKI. The instrument assessed Qur’an reading competence (covering aspects of makhraj, ṣifāt al-ḥurūf, tajwīd, and fluency), practice frequency, challenges, and their needs for further training. The collected data were analyzed descriptively to map current conditions and emerging trends. The findings reveal that although most teachers read the Qur’an daily and assess their competence at a moderate to good level, they face key challenges such as limited time (42.9%), limited access to qualified mentors (19%), and low self-motivation (9.5%). All respondents (100%) expressed a need for further training, with 81% indicating a strong need. Regarding preferred training models, periodic intensive workshops (23.8%) and blended learning approaches (42.9%) were the most favored, supported by digital features such as AI-based practice tools (19%) and interactive video tutorials (38.1%). These findings imply that PTKI, as the alumni’s parent institution, should develop strategic, technology-based, and community-oriented continuous training programs to enhance the quality of PAI teachers.
Co-Authors Abnisa, Almaydza Pratama Adih, Adih Ahmad Zain Sarnoto Budiana, Irma Ika ika Maulana, Hasan Nurrita, Teni Sri Tuti Rahmawati Tabrani, Muhamad Doni