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All Journal Justisia Ekonomika Imtiyaz : Jurnal Ilmu Keislaman Jurnal Pendidikan Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Journal of Community Development and Disaster Management DEVELOPMENT : Journal of Community Engagement ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar International Journal of Advanced Multidisciplinary JSE: Jurnal Sharia Economica Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak Al-Zayn: Jurnal Ilmu Sosial & Hukum Jurnal Pedagogy Sinergi : Jurnal Ilmiah Multidisiplin Darussalam : Jurnal Ilmiah Islam dan Sosial Immortalis Journal of Interdisciplinary Studies Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Dinamika Pendidikan Innovasi : Jurnal Inovasi Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan Al-hikmah : International Journal of Islamic Studies Profetika: Jurnal Studi Islam
muhammad alfi syahrin
Institud Ahmad Dahlan Probolinggo
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Analysis of the Influence of the Value Based Learning and Self Reflection Model of Santri on the Ethical Awareness of Elementary School Students Muhammad As’ad Humam; Sigit Sugiarto; Imam Ghozali; Muhammad Alfi Syahrin
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/39vc7542

Abstract

Elementary school students grow within rapidly changing social and digital environments where ethical behavior is not formed automatically but requires intentional educational intervention. Ethical awareness defined as the ability to distinguish right from wrong, consider the consequences of actions, and act according to moral values has therefore become a critical objective of basic education. This study aims to analyze the influence of Value-Based Learning and Santri Self Reflection on the ethical awareness of elementary school students. A quantitative explanatory cross sectional survey design was employed involving 91 students from Grades IV-VI at Daarul Mutqin Elementary School, Bogor, Indonesia. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using multiple linear regression with SPSS. The results indicate that Value-Based Learning has a positive and significant effect on ethical awareness. More importantly, Santri Self Reflection shows a stronger and more dominant influence. Simultaneously, both variables significantly predict ethical awareness with a contribution of 45.5% (R²=0.455), indicating a substantial explanatory power in educational and behavioral research. These findings demonstrate that ethical awareness is most effectively developed through the integration of consistent value habituation and structured self-reflective practices adapted from santri educational traditions. This study contributes to the literature by extending reflective moral learning into elementary education and offers a culturally grounded pedagogical model for strengthening character education in formal schools.
The Contribution of Islamic School Culture and Teacher Role Modeling to Students’ Moral Character Formation Di MTs Unggulan Kota Probolinggo Ludfi robiatul adawiyah; Sunarsih; Fatoni Aziz; Muhammad Alfi Syahrin
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/d6sxm135

Abstract

This study aims to analyze the influence of teacher examples and Islamic school culture on the formation of students' moral character in MTs Unggulan Tunas Bangsa. This study uses a quantitative approach with the type of associative research. The research population is all students of MTs Unggulan Tunas Bangsa which totals 80 students. The research sample was determined using the proportional random sampling technique and calculated with the Slovin formula at an error rate of 5%, so that 44 respondents were obtained. Data collection was carried out using a five-point Likert scale questionnaire. Data analysis was carried out through normality tests, simultaneous tests (F tests), and determination coefficients (R²) with the help of the SPSS version 25 program. The results of the study show that Islamic school culture has a positive and significant effect on student morale. In addition, the example of teachers and Islamic school culture simultaneously had a significant effect on student morale with an F score of 16.384 and a significance of 0.000 < 0.05. The value of the determination coefficient (R Square) of 0.444 showed that the two independent variables were able to explain 44.4% of the variation in student morale, while the remaining 55.6% were influenced by other factors outside the study.
Peran Kecerdasan Emosional Dan Kecerdasan Spiritual Sebagai Prediktor Empati Sosial Siswa Di SMK Muhammadiyah Berau Ziaul Rahman Baehaqi; Darul Ihsan; Ibnu Abbas; Muhammad Alfi Syahrin
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/f78k4e94

Abstract

This study aims to analyze the role of emotional intelligence and spiritual intelligence as predictors of students’ social empathy at SMK Muhammadiyah Berau. This research employed a quantitative approach with a correlational method. The sample consisted of 50 students selected using proportional random sampling. Data were collected through Likert-scale questionnaires that had been tested for validity and reliability. Data analysis was conducted using multiple linear regression analysis. The results showed that emotional intelligence and spiritual intelligence simultaneously had a significant effect on social empathy (Sig. = 0.000 < 0.05) with a coefficient of determination (R²) of 0.808, indicating that 80.8% of the variance in social empathy is explained by both variables. Partially, emotional intelligence had a positive and significant effect on social empathy (Sig. = 0.009), while spiritual intelligence showed a more dominant influence (Sig. = 0.000; β = 0.615). These findings indicate that students’ social empathy is shaped not only by emotional regulation abilities but also by the internalization of spiritual values. Therefore, integrating emotional and spiritual intelligence development into the learning process is essential in strengthening character education in vocational schools.
EMPOWERING STITM KEDIRI LECTURERS IN WRITING HIGH-QUALITY INTERNATIONAL JOURNAL ARTICLES THROUGH SYSTEMATIC LITERATURE REVIEW (SLR) METHODOLOGY Benny Prasetiya; Muhammad Alfi Syahrin; Nur Wiji Sholikin; Heri Rifhan Halili
DEVELOPMENT: Journal of Community Engagement Vol. 4 No. 3 (2025): September
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/djce.v4i3.2546

Abstract

The low productivity of international publications among lecturers at small higher education institutions has become a major challenge, affecting both academic reputation and career advancement. Contributing factors include limited understanding of advanced research methodologies such as the Systematic Literature Review (SLR), lack of experience in writing for international journals, and restricted access to academic resources. To address these issues, a community service programme was implemented at STITM Kediri using the Asset-Based Community Development (ABCD) approach to enhance lecturers’ capacity in producing SLR-based international scientific articles. The programme engaged 15 lecturers through four stages: Discovery (mapping academic assets), Dream (formulating a collective vision), Design (developing training plans), and Delivery (implementation and mentoring). The results indicate a substantial improvement in participants’ understanding of the SLR methodology, with the average score rising from 2.1 (on a 1–5 scale) before the training to 4.3 afterwards. All participants were actively engaged (100% attendance, 87% active participation), resulting in 15 article drafts, three of which are ready for submission to reputable international journals (Scopus Q3–Q4). These achievements demonstrate that the ABCD-based training successfully empowered existing academic potential, fostered writing motivation, and strengthened the culture of international publication at STITM Kediri. This model has the potential to be replicated in other small higher education institutions as a strategy for sustainable academic capacity building.
The Influence of Social Empathy and Emotional Control on AntiBullying Behavior of Santri at Al-Madina Al-Islami Islamic Boarding School, Prabumulih Rahmat Dipuro; Edy Purwanto; Saukani Nur Akbar; Muhammad Alfi Syahrin
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 1 (2026): MARET (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/we29f134

Abstract

This study aims to analyze the influence of social empathy and emotional regulation on anti-bullying behavior among students at Pondok Pesantren Al-Madina Al-Islami Prabumulih. This research used a quantitative correlational approach involving 60 students as respondents. Data were collected through Likert-scale questionnaires and analyzed using multiple linear regression through SPSS. The findings revealed that social empathy significantly influenced anti-bullying behavior with a significance value of 0.006 < 0.05. Emotional regulation also significantly influenced anti-bullying behavior with a significance value of 0.000 < 0.05. Simultaneously, social empathy and emotional regulation significantly affected anti-bullying behavior with an F significance value of 0.000 < 0.05. The coefficient of determination showed that both variables contributed 96.2% to anti-bullying behavior. The findings indicate that students with high empathy and good emotional regulation tend to avoid aggressive behavior, respect peers, and support bullying victims. This study highlights the importance of strengthening emotional and social character education in Islamic boarding schools to create a harmonious and bullying-free educational environment.
Pengaruh Internalisasi Budaya Disiplin Berbasis Nilai Islam dan Peran Wali Kelas terhadap Perilaku Santun Siswa SMPN 1 Kotagajah, Lampung Tengah Az Zahra, Afifah Az Zahra; Gumilang, Ratih Gumilang; Muhammad Rifai; Muhammad Alfi Syahrin
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/7fshj715

Abstract

This study aims to analyze the influence of the internalization of Islamic values-based discipline culture and the role of homeroom teachers on the polite behavior of students at SMPN 1 Kotagajah, Central Lampung. The approach used is quantitative with a causal-associative survey design. The research sample consisted of 194 grade VIII students who were selected through probability sampling techniques. The results of multiple regression analysis showed that the discipline culture based on Islamic values and the role of homeroom teachers simultaneously had a significant effect on students' polite behavior, with the contribution of each variable to student polite behavior of 34%. These findings confirm that the internalization of Islamic values in the school discipline culture and the active role of homeroom teachers in character development have a positive impact on shaping students' polite behavior. This research is expected to contribute to the development of character education in public schools by effectively integrating religious values and the role of the supervisor.
DIGITAL SPIRITUAL WELL-BEING FOR ISLAMIC ELEMENTARY SCHOOL STUDENTS IN THE AGE OF ARTIFICIAL INTELLIGENCE Muhammad Alfi Syahrin; Rifqi Khoiril Anam; Dody Tisna Amijaya; Rani Asmara
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/z7bp1j45

Abstract

The rapid advancement of Artificial Intelligence (AI) has fundamentally transformed educational practices and introduced new challenges to students’ well-being, particularly in the spiritual domain. Although studies on digital well-being and spiritual well-being have grown substantially in recent years, the integration of these concepts within Islamic education remains limited. This study aims to identify, analyze, and develop a conceptual framework of Digital Spiritual Well-Being for Islamic elementary school students in the age of AI. A Systematic Literature Review (SLR) approach was employed following the PRISMA 2020 guidelines. Data were collected from the Scopus database using the keywords “spiritual well-being” and “education.” The initial search yielded 1,357 articles, which were subsequently screened through predefined inclusion and exclusion criteria, resulting in 19 eligible studies for analysis. Data were examined using thematic content analysis. The findings revealed four major themes: (1) spiritual well-being as a foundation for mental health, meaning in life, and self-regulation; (2) family, Islamic schools, and religious environments as ecological foundations of spiritual well-being; (3) spiritual practices as strategies for strengthening emotional regulation, resilience, and digital awareness; and (4) the need for a Digital Spiritual Well-Being framework in the era of AI. Based on the literature synthesis, this study proposes five key dimensions of Digital Spiritual Well-Being: spiritual awareness, digital self-regulation, moral discernment, relational well-being, and meaningful digital engagement. The findings suggest that Islamic elementary education in the AI era should integrate spirituality, ethics, and digital competencies in a balanced manner to support students’ holistic developmentKeywords: digital distraction; learning concentration; Islamic elementary school; digital literacy; systematic literature review.
DISTRAKSI DIGITAL DAN PENURUNAN KONSENTRASI BELAJAR SISWA SEKOLAH DASAR ISLAM Muhammad Alfi Syahrin; Dody Tisna Amijaya; Rifqi Khoiril Anam; Rani Asmara
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/3ehxfc40

Abstract

Digital distraction has become one of the major challenges in learning within the era of digital transformation, potentially reducing students’ learning concentration. The increasing use of smartphones, social media, digital applications, and technology-based learning platforms has created a learning environment filled with stimuli that can divert students’ attention from academic activities. This study aims to analyze the forms of digital distraction, contributing factors, impacts on learning concentration, and mitigation strategies within educational settings, particularly among Islamic elementary school students. This research employed a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines. A total of 33 Scopus-indexed articles published between 2022 and 2026 were analyzed using thematic content analysis. The findings reveal that the most common forms of digital distraction include social media, application notifications, smartphones, digital gaming, and multitasking activities. The causes of digital distraction stem from technological, individual, and learning-environment factors. Digital distraction negatively affects learning concentration, increases cognitive load, reduces academic engagement, and lowers the quality of learning comprehension. Effective mitigation strategies include strengthening self-regulated learning, enhancing digital literacy, optimizing the roles of teachers and parents, and implementing interactive and engagement-oriented learning approaches. This study highlights that the wise management of technology is essential for maintaining students’ learning concentration while supporting character development and learning ethics within Islamic elementary school education. Keywords: digital distraction; learning concentration; Islamic elementary school; digital literacy; systematic literature review.
MODEL PENDIDIKAN HOLISTIK INTEGRATIF MELALUI SOCIAL EMOTIONAL LEARNING ISLAMI PADA SISWA SEKOLAH DASAR Muhammad Alfi Syahrin; Rani Asmara; Rifqi Khoiril Anam; Dody Tisna Amijaya
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/skdbqv29

Abstract

This study aims to analyze the implementation of a holistic-integrative education model through Islamic Social Emotional Learning (ISEL) among elementary school students in Islamic schools. The study employed a qualitative approach using a multiple-case study design conducted at MI Muhammadiyah 1 Probolinggo and SD Muhammadiyah Plus Probolinggo, Indonesia. Data were collected through in-depth interviews, participatory observations, and document analysis involving 20 participants consisting of principals, teachers, students, and parents. Data were analyzed using thematic analysis through the stages of open coding, axial coding, and selective coding. The findings reveal that the implementation of holistic-integrative education was carried out through the integration of spiritual habituation, emotional reflection, social activities, Islamic conflict resolution, and the internalization of Islamic moral values in daily school life. The Islamic Social Emotional Learning model identified in this study consists of five main dimensions: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are integrated with Islamic values such as rahmah (compassion), hikmah (wisdom), ukhuwah (brotherhood), sabr (patience), amanah (trustworthiness), and afwun (forgiveness). The study also found that teachers play a central role as emotional-spiritual mentors who model emotional and spiritual character development for students. Theoretically, this study contributes to the advancement of contemporary Islamic education by extending the concept of Social Emotional Learning through a spiritual-transcendental dimension. Practically, the ISEL model may serve as an alternative paradigm for character education in Islamic elementary schools in addressing the challenges of 21st-century and digital-era education.
Value Education in the Digital Era: Its Impact on the Emotional Intelligence of Elementary School Students Muhammad Alfi Syahrin; Rifqi Khoiril Anam; Rani Asmara; Dody Tisna Amijaya
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 5 No. 1 (2024): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/zxdt4t58

Abstract

This study aims to analyze the role of value education in developing the emotional intelligence of elementary school students in the digital era. The study employed a qualitative approach using an intrinsic case study design conducted in several elementary schools and Islamic elementary schools in urban Probolinggo, Indonesia. The participants consisted of 30 students aged 8–12 years, 10 teachers, and 15 parents selected through purposive sampling. Data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using descriptive qualitative analysis through data reduction, data display, and conclusion drawing. The findings reveal that value education contributes significantly to strengthening students’ emotional regulation, empathy, prosocial behavior, and social responsibility. Value internalization occurred effectively through contextual learning, social habituation, reflective interaction, and teacher role modeling in everyday school life. The study also found that the synergy between schools and families reinforced value internalization and children’s emotional intelligence development. Furthermore, digital technology demonstrated an ambivalent role; it could support emotional development through educational media and social communication, yet it also had the potential to increase distraction, impulsivity, and emotional instability when not accompanied by adequate value-based guidance. This study confirms that value education in the digital era should be positioned as a holistic socio-emotional formation process integrated with digital literacy, family involvement, and reflective learning practices in elementary education.
Co-Authors Abdul Haris Ade Junaidi Rahmat Adiba Maulidiyah Agniz Ruri Ambarwati Ahmad Fuad Abdul Baqi, Ahmad Fuad Abdul Ahmad Hisyam As Sibli Ahmad Indra Yani Akbarizan Akmal Abdul Munir Al Ishaq, Imam Abdimullah Allifatur Rohma Ammar Wangyee Annisa Nurul Antony Mahendra Athar Abdullatif Husain Az Zahra, Afifah Az Zahra Azzam Taufiqy Babussalam Benny Prasetiya Benny Prasetiya Benny Prasetiya Benny Prasetya Benny Prasetya Benny Prasetya Burhanuddin Cholisa Rosanti Chusnul Chotimah Dadang Falah Mutaqin Darul Ihsan Darul Qutni Hakiki Dayu Sumantoro Devy Habibi Muhammad Dody Tisna Amijaya Edy Purwanto Faiqotus Silvia Nabila Nabila Fajhri Prima Vandhi Fathullah Gz Fatoni Aziz Fa’izah Hanifah Fera Ayu Lestariningtyas Fiki Sanjaya Florika Afriana Gholib Amar Ahsan Gumilang, Ratih Gumilang Halili, Heri Rifhan Hamdan Saleh Hanafi Handoko Handoko Hani Nafi&#039;ah Rachmawati Hani Heru Wibowo Hidayatullah Ismail Hilda Amidayati Himmawan, Fajaruddin Ibnu Abbas Iffatul Afifah Afifah Ilham Kamaruddin IMAM GHOZALI Imam Prihardiyanto Imanuddin Abil Fida Irawan, Wahyudi Saputra Isma Swadjaja Jadmiko Aji Saputro Khamam Khosiin Khamam Khosiin Khodijah Amatulloh Sholihat Khoiriyah Khoiriyah Kholil Kholil Ludfi Robiatul Adawiyah Luklu&#039;ul Islamiyati Lyke Nuroniyah Lailatul Luthfi Lyke M. Masyhuri M. Mubin mubin Mamud Adaem Martatik Mastora Maulidiyah, Adiba Meysi Salsahbilla MiftahurRisqi Sirat Moch. Salman Alfarizi Mochammad Yoyok Adianto Moh. Sholeh Mohammad Arifin Mubarok Mubarok Muhammad &#039;Affan Haydar Haydar Muhammad Alif Dwiki Muhammad As’ad Humam Muhammad Ghufron Muhammad Ilmiawan Muhammad Rifai Muhammad Riyadi Munawir Nanang Kosim Neneng Nurhayati Neni Hariyani Hairunnisa Nensa Widiawati Sukma Nini Paramida Nur Wiji Sholikin Nurjaman, Fauzi Ommar Sharief Paradita Purnama Rachman Iqbal Rahmad Hidayat Rahmat Dipuro Rani Asmara Rani Selfiana Rasyid, Muhammad Azhari Ratih Gumilang Reza Hilmy Luayyin Rifqi Khoiril Anam Rully Agung Firmansyah Saepul Malik Saifuddin Sakti Cahyo Nugroho Salsabiila Roudlotul Firdaus Samsimah Saripah Saripudin Saukani Nur Akbar sholihat, khodijah amatulloh Sigit Sugiarto Siti Hotija Siti Maryam Siti Nurhayati Siti Zainab Sriyanto Sudirman Dianto Sumardi Sunarsih Syamsidar Tarjono Tofan Rinaldi Tuhfatul Janan Waahsturi, Waahsturi Widodo Widodo Widodo Yanti Yuniarti Yanto Yulis Sutiani Ziaul Rahman Baehaqi Zulfikar Zulfikar