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All Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Proceedings of Annual Conference for Muslim Scholars Salwatuna: Jurnal Pengabdian Kepada Masyarakat At-tahsin: Jurnal Manajemen Pendidikan Attaqwa:Jurnal Ilmu Pendidikan Islam Proceeding of International Conference on Humanity Education and Society
Muhalli, Muhalli
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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STRATEGI OPTIMALISASI PENDIDIKAN ISLAM DALAM MEMBENTUK KARAKTER ISLAMI PADA MAHASISWA GENERASI Z Muhalli, Muhalli
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 19 No. 2 (2023): September
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v19i2.452

Abstract

This study aims to explore and analyze effective Islamic education optimization strategies in shaping Islamic character in generation Z students at the Togo Ambarsari Bondowoso College of Tarbiyah (STIT). Generation Z students, as a group that grew up in the era of globalization technology, have unique educational needs and dynamics. The research method used is a case study, with data collection through in-depth interviews, participatory observation, and document analysis, through this approach, we can deeply understand the experiences and perceptions of generation Z students towards the Islamic education process they receive at STIT Togo Ambarsari Bondowoso as well as the extent to which their Islamic character develops in this context. The results showed that (1) the importance of strategies to optimize Islamic education at STIT Togo Ambarsari Bondowoso includes Islamic value-based, technology in Islamic education, hands-on experience and active learning, the role of social collaboration, the effectiveness of Islamic education strategies; and continuing education in daily life; (2) implications for the development of Islamic education at STIT Togo Ambarsari Bondowoso include the characteristics of generation Z students; relevance of contemporary challenges; recognition of the influence of global culture; challenges and obstacles; Islamic education innovation; and the influence of the campus environment. The results of this study are expected to provide practical guidance for STIT Togo Ambarsari in improving and optimizing Islamic education strategies for generation Z, focusing on important aspects of Islamic character building
Virtual Classroom Implementation and Students’ Learning Autonomy in Madrasah Based Digital Learning Muhalli; Faiqul Imam
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i2.3414

Abstract

The accelerated transition from conventional face to face to digital learning models has reshaped instructional paradigms globally, requiring schools to develop both technological infrastructure and learning approaches that support students’ autonomous learning capacities. This study examined the implementation of Virtual Classroom (VC) policy and its implications for students’ learning autonomy at Madrasah Aliyah Negeri (MAN) Bondowoso, an Islamic senior secondary school in East Java, Indonesia. A qualitative descriptive case study design was employed with ten purposively selected informants comprising the principal, vice-principal for curriculum, four teachers, three students from Grades XI–XII, and an IT support staff member. Data were collected through the simak libat cakap method (engaged observation of speech and action), supplemented by in-depth semi structured interviews, non-participant observation, and document analysis. The Miles, Huberman, Saldaña interactive thematic analysis model was applied. Trustworthiness was established through source and technique triangulation, member checking, and audit trail documentation. Four interconnected components of VC implementation were identified: (1) a four-pillar implementation strategy comprising digital infrastructure provision, teacher training, continuous mentoring, and programme integration with national Ministry of Religious Affairs digitalization initiatives; (2) a multi-actor role allocation distributing responsibilities across teachers, students, school management, and IT support staff; (3) bidirectional impacts on learning autonomy positive effects on time management, resource access, digital literacy, and academic performance, alongside negative effects on physical reading and writing literacy; and (4) four challenge categories student technical capacity, student self-regulation, teacher adoption, and infrastructure addressed through targeted institutional mitigation strategies. The findings contribute to the literature on madrasah digital transformation by providing an empirically grounded operational model that integrates institutional, pedagogical, and individual dimensions of VC-mediated learning autonomy in Islamic secondary education.
Co-Authors Akhmad Ghasi Pathollah Asia Anis Sulalah Faiqul Imam Misbahul Munir Mudarris, Badrul Muhalli Muhalli Muta'allim, Muta'allim Nawiroh, Luthfiyatun Pathollah, Akhmad Ghasi Sukur, Hayi Abdus Sulalah, Asia Anis Wafi, Ali Yakin, Muhammad Nurul