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All Journal INCARE Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Muhammad Iqbal
Universitas Ahmad Dahlan
Religion Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics

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Flexing Among Students in the Social Media Era: Qur’anic-Hadith Perspectives and Implications for Moral Education Muhammad Iqbal; Mhd Lailan Arqam; Waharjani
INCARE, International Journal of Educational Resources Vol. 7 No. 2 (2026): August 2026
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v7i2.1431

Abstract

The phenomenon of flexing among students has become increasingly visible in the social-media era, particularly through the display of material possessions, lifestyles, achievements, and experiences as forms of digital self-presentation and social recognition. Although previous studies have examined conspicuous consumption, social comparison, and self-presentation in digital environments, limited attention has been given to interpreting flexing through an integrated Qur’anic-Hadith ethical framework and translating the interpretation into moral-educational implications. This study therefore examines flexing among students from the perspective of the Qur’an and Hadith and formulates its implications for moral education. The study employed qualitative library research using the Qur’an, authentic Hadith collections, Tafsir Al-Azhar, and relevant scholarly literature as sources. Data were analyzed thematically through familiarization, coding, categorization, thematic synthesis, contextual interpretation, and source triangulation. The analysis indicates that flexing can be interpreted through the Qur’anic ethical concepts of tafākhur (boasting), takāthur (competitive accumulation), isrāf (excess), and takabbur (arrogance), while Prophetic teachings provide complementary principles concerning intention, inner richness, humility, and responsible self-presentation. The study proposes an Islamic digital character-formation framework consisting of ethical awareness, critical reflection, self-regulation, and responsible digital action. The findings indicate that moral education should not merely prohibit material display but should cultivate students’ capacity to regulate intention, consumption, social comparison, and digital self-presentation in accordance with Islamic ethical values.
Teacher Passion as a Spiritual Vocation in the Framework of Islamic Education Toward Holistic and Ethical Teaching Practice Zalik Nuryana; Much. Machfud Arif; Zalik Nuryana; Much. Machfud Arif; Muhammad Iqbal
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 5 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i5.2026.3

Abstract

Research on teacher passion has grown significantly over the past decade, primarily framed within psychological constructs such as motivation, identity, and engagement. While this body of work has advanced understanding of emotional and professional dimensions of teaching, moral and spiritual perspectives remain underexplored, particularly within Islamic educational contexts. This study aims to map the global research landscape of teacher passion, identify its conceptual evolution and thematic orientations, and explore its integration with Islamic educational values. It also highlights epistemological gaps and proposes a broader conceptual reframing of teacher passion. A bibliometric analysis was conducted using 452 peer-reviewed articles retrieved from the Scopus database covering 2017–2026. Data were analyzed using VOSviewer and Bibliometrix/Biblioshiny (Biblioplot) to examine publication trends, influential authors, countries, institutions, citation impact, and thematic clusters through keyword co-occurrence and trend analysis. The findings reveal a significant increase in teacher-passion research, dominated by Western and East Asian scholars, with the United States, China, and Australia leading in output and citations. Four major clusters were identified: (1) teacher motivation and identity, (2) pedagogy and leadership, (3) self-efficacy and engagement, and (4) emotional development. Despite its maturity in psychological perspectives, moral and spiritual dimensions remain largely absent, indicating a clear epistemological gap. Integrating Islamic pedagogical values such as ikhlas (sincerity), amanah (moral trust), tarbiyah (character cultivation), and da’wah (spiritual purpose) can expand teacher passion into a spiritual vocation that unites intellect, emotion, and faith, offering a more holistic framework for future research and teacher development.
Co-Authors Mhd Lailan Arqam Much. Machfud Arif Much. Machfud Arif Nuryana, Zalik Waharjani