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All Journal Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies Journal of Education and Learning (EduLearn) Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Kamaya: Jurnal Ilmu Agama Journal on Education Istawa: Jurnal Pendidikan Islam AL-ASASIYYA: Journal Of Basic Education International Journal of Islamic Educational Psychology Tafkir: Interdisciplinary Journal of Islamic Education Edu Cendikia: Jurnal Ilmiah Kependidikan Prosiding Seminar Nasional Program Pengabdian Masyarakat IBDA': Jurnal Kajian Islam dan Budaya
Tumin Tumin
Universitas Muhammadiyah Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Social Sciences Other

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Teaching Islamic Studies in the Age of ISIS, Islamophobia, and the Internet Tumin Tumin
Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies Vol. 16 No. 1: June 2020
Publisher : Fakultas Studi Islam dan Peradaban, Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/AIIJIS.2020.0117.131-139

Abstract

Teaching Islamic Studies in the Age of ISIS, Islamophobia, and the Internet is a collection of articles by contributors who have been teaching classes about Muslims and Islam especially in the Western contexts. This book is edited by Courtney M. Dorroll, an Assistant Professor of Middle Eastern and North African Studies at Wofford College in South Carolina. As an academic at a small college, the editor is alert to the challenges presenting advices on how to teach this important but sensitive issue of Islam to new academics and students in the communities. In the age of misrepresentations and stereotypes of Islam, this book is considered important to teachers and students as a means to encourage them to thoughtfully engage with the topic of Islam. The original idea of Teaching Islamic Studies in the Age of ISIS, Islamophobia, and the Internet is initiated from a talk given by Richard C. Martin, a Professor Emeritus of Religion at Emory University. He gave a talk at Wofford College under an invitation from the editor of this book, Courtney M. Dorroll. Professor Martin has written and edited several books including Defenders of Reason in Islam: Mutazilism from Medieval School to Modern Symbol and Rethinking Islamic Studies: From Orientalism to Cosmopolitanism. In this book, the contributors especially shared their personal struggles and address the challenges of teaching about Islamic religion while the media mostly promote Islamophobia and violence. They proposed some approaches to Islamic studies pedagogy and provided some suggestions to better structure the course. These approaches and suggestions are based on their own experiences facing the students and parents who might initially fear the topic related to Muslims and Islam. In order to encourage a deeper engagement in this course, the contributors include collaborative teaching models by doing reading and media suggestions. This approach will result in a broader thinking of students on this subject. It can be said that by reading this particular book, students are exposed to challenging ideas of Islamophobia and encouraged to confront these ideas fairly and objectively. More importantly, this book provides a fair and open discussion of an important issue in teaching about Islam.
Pengaruh Pembelajaran Pendidikan Agama Islam (PAI) Terhadap Etika Digital Siswa SMA Boarding School (MBS) Muhiba Yogyakarta di Era Media Sosial Falindri Prabastiwi; Tumin Tumin
Kamaya: Jurnal Ilmu Agama Vol 9 No 3 (2026): Article in Press
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/kamaya.v9i3.5531

Abstract

The development of social media among high school students raises various digital ethical problems, such as cyberbullying, the spread of false information, the use of impolite language, and low responsibility in interacting online. This condition shows the importance of strengthening value-based education to form more ethical digital behavior. This study aims to analyze the influence of Islamic Religious Education (PAI) learning on students' digital ethics in the social media era. The research uses a quantitative approach with an ex post facto design carried out at SMA Boarding School (MBS) Muhiba Yogyakarta. The research sample amounted to 75 students who were selected through random sampling techniques. Data were collected using a Likert scale questionnaire that was tested for validity using Pearson Product Moment and reliability using Cronbach's Alpha (α > 0.70). Data analysis was carried out through descriptive statistics, normality test, linearity test, simple linear regression, and t test. The results of the study showed that PAI learning was in the good category, while students' digital ethics were in the good to very good category. The regression analysis produced a positive regression coefficient of 0.862 with a significance level of p < 0.001, which shows that PAI learning has a positive and significant effect on students' digital ethics. A correlation coefficient (R) value of 0.848 indicates a strong relationship between PAI learning and students' digital ethics, while a determination coefficient value (R²) of 0.719 indicates that PAI learning contributes 71.9% to the variation in students' digital ethics. The remaining 28.1% was influenced by factors other than the study. These findings show that PAI learning contributes significantly in supporting the formation of students' digital ethics in the social media era.
Exploring the Values of the Prophet Muhammad’s Hijrah through a Deep Learning Approach in Islamic Education at Primary School Tumin Tumin; Sella Fadia Septariani
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 2 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i2.2524

Abstract

This research examines deep learning approach in the construction of teaching Hijrah of Prophet Muhammad SAW in an elementary Islamic school. This is the research objectives were to explore how reflective, contextual and experiential approaches in the teaching of Islamic religious education (IRE) can internalize moral and spiritual values in young children. This was basic qualitative research with interviews of teachers and students, observations in the classroom, and analysis of documents which was conducted at SDIT Jabal NUR Yogyakarta. The results indicated that deep learning induces emotional involvement in students, increases reflective ability and helps transform behavior through technology integration, storytelling and value activities. Role play, multimedia support and Canva-based reflection activities were used by teachers to facilitate the communication of students’ ideas. Nonetheless, issues such as the restriction of instructional time and lack of affective assessment models and training were revealed. The study finds that the use of deep learning in IRE provides meaningful learning experiences and fosters a cohesive approach to the development of Islamic character during primary education. It also suggests flexibility of the curriculum, reflection with faculty guidance and institutional support to enhance effectiveness of the model.
Co-Authors Annisa Yolanda Caswito Caswito Falindri Prabastiwi Hatmanto, Endro Dwi Mansir, Firman Maulana Mualim Muh. Mustakim Muh. Naim Madjid Parinduri, Muhammad Abrar Purnomo, Halim Rouzi, Kana Safrina Sella Fadia Septariani Septi Gumiandari Wicak Ramadhani