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Moh. Faizin

Universitas Islam Negeri Sunan Ampel Surabaya

Author-ID : 2639696

Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Upaya Pencegahan Bullying di Sekolah Perspektif Albert Bandura Dan Thomas Lickona Askan Nanang Prasetiyo; Gina Kamila; Febrilia Saura Sabrina Rachmania; Moh. Faizin
Al-Riwayah : Jurnal Kependidikan Vol. 18 No. 1 (2026): Al-Riwayah: Jurnal Kependidikan
Publisher : LPPM IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/al-riwayah.v18i1.2970

Bullying remains a systemic problem in school environments, yielding severe negative impacts on both victims and perpetrators. It manifests in physical, verbal, nonverbal, relational, sexual, and cyber forms, potentially triggering trauma, anxiety, depression, decreased academic achievement, and even suicidal ideation. This study aims to analyze and compare bullying prevention strategies in schools from the perspectives of Albert Bandura and Thomas Lickona, evaluating their relevance in creating a character-based educational environment. Employing a qualitative approach through library research, data were gathered from relevant books, scientific journals, articles, and academic documents via documentation studies, and subsequently analyzed using a descriptive-comparative method. The findings reveal that, according to Albert Bandura, bullying behavior is driven by observational learning and imitation (modeling), reciprocal interaction among environment, behavior, and cognition (reciprocal determinism), as well as self-efficacy and reinforcement factors. Conversely, Thomas Lickona emphasizes prevention through character education anchored in three core components: moral knowing, moral feeling, and moral action. The synthesis of both theories suggests that bullying prevention can be optimized by cultivating a positive environment, providing positive role models, instilling moral values and empathy, and strengthening the collaborative roles of parents, teachers, and the community. Ultimately, integrating Bandura's and Lickona's frameworks offers a holistic and effective strategy to build a safe, caring, and bullyingfree school culture.

Analisis Profil Kompetensi Digital dan Profesionalisme Guru PAI dalam Menghadapi Transformasi Pendidikan Digital Putri Natasya; sabila dwi; Moh Faizin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.770

This study aims to analyze the profile of digital competence and professionalism of Islamic Religious Education (PAI) teachers in facing digital transformation in education. This research is motivated by the changing role of teachers in the digital era, where teachers are no longer merely knowledge transmitters but also facilitators, innovators, and filters of religious information in digital spaces. This study employs a qualitative approach using a library research method. Data were collected from various scientific sources, including journals, books, and previous research related to digital competence, teacher professionalism, and digitalbased Islamic education. The data were analyzed using a descriptive-critical approach to identify key patterns and issues. The findings reveal that the digital competence of PAI teachers includes not only technical skills but also the ability to integrate technology into pedagogical practices (TPACK), digital literacy, and the use of interactive learning media. Teacher professionalism in the digital era is reflected in adaptability to technological developments, the application of Islamic-based digital ethics, and the role of teachers as guides in filtering religious information. However, several challenges persist, including low digital literacy, limited infrastructure, resistance to change, and difficulties in transforming spiritual values into digital learning contexts. This study is limited to a conceptual and literature-based analysis without direct empirical data. Therefore, future research is recommended to conduct empirical studies to examine the implementation of digital competence and professionalism of PAI teachers in various educational contexts.

PROFESIONALISME GURU DI ERA MODERN: PARADOKS DIGITALISASI DALAM BINGKAI REGULASI SISDIKNAS DAN NILAI PENDIDIKAN ISLAM Rahmat Eka Ramadhani; Wahyu Bhakti Setiawan; Moh Faizin
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2380

Teacher professionalism is the primary pillar in realizing quality national education, however the gap between the regulatory framework and the actual competency of teacher in the field remains an unresolved issue. This study aims to analyze the dynamics of professionalism among educators in the modern era through the framework of the integration of Law No. 20 of 2003 on the National Education System and the values of Islamic education. This study employs a qualitative approach using library research and content analysis techniques, supplemented by limited empirical validation through reflective interviews with education practitioners. The findings identify the paradox of digitalization as the primary structural challenge, wherein digital transformation which should alleviate teachers’ burdens actually increases administrative burdens and shifts the essence of pedagogical duties. Obstacles to professionalism are multi-layered, both technical and non-technical, and thus cannot be resolved through regulatory intervention alone. The Islamic education perspective offers solutions that transcend the framework of formal competencies through the values of sincerity, trustworthiness, and exemplary conduct as the foundation for teachers’ sustainable intrinsic motivation. This study contributes to the development of a holistic model of teacher professionalism that integrates national regulations, responses to the digital era, and Islamic spiritual values as an intervention that has not been comprehensively examined in previous literature.

Students' Emotional and Social Engagement in Jigsaw-Based Marriage Learning at SMAN 3 Sidoarjo Sahila Faradisa; Moh Faizin
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 8 No. 2 (2025): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jrtie.v8i2.5185

Learning activities in Islamic Religious Education (PAI), particularly on the topic of Marriage in Islam, have traditionally focused on cognitive understanding such as legal provisions and formal requirements. However, marriage carries broader emotional, social, and moral dimensions that are relevant to the developmental stage of high school students who are exploring identity and interpersonal relationships. This study aims to describe students' emotional and social engagement through the implementation of the Jigsaw cooperative learning model in teaching the topic of marriage at SMA Negeri 3 Sidoarjo. This research employed a qualitative descriptive design. The participants consisted of a PAI teacher and eleventh-grade students involved in Jigsaw-based learning. Data were collected through classroom observations, semi-structured interviews with teachers and students, and document analysis involving lesson modules, group worksheets, and observation notes. Data analysis followed the Miles, Huberman, and Saldana model, which includes data condensation, data display, and conclusion drawing. Data credibility was ensured through source triangulation (teachers, students, documents) and technique triangulation (observation, interview, documentation). The findings reveal that the Jigsaw model effectively enhances students’ emotional engagement, indicated by the emergence of empathy, self-reflection, and awareness regarding marital responsibilities. Social engagement also increased, as shown through active interactions, cooperation, peer support, and greater willingness to express opinions. Additionally, students’ roles as “content experts” fostered academic and social responsibility within their groups. Overall, the study concludes that the Jigsaw model strengthens affective aspects of PAI learning and serves as a strategic alternative for character development in secondary school students.

Pancasila Sebagai Solusi Terorisme Izzati Khoirina Umami; Alia Nafisah Rahma; Moh. Faizin
Jurnal Ilmu Pendidikan Pancasila, Kewarganegaraan, dan Hukum Vol. 2 No. 3 (2025): PAKEHUM - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pakehum.v2i3.983

This article focuses on an in-depth examination of the importance of Pancasila as a fundamental and long-term solution to the dangers of terrorism in Indonesia. Terrorism is a serious threat that endangers national unity and betrays universal human values, in addition to being a security issue that causes fear and confusion. In this work, we use a comprehensive literature review approach, examining various sources that discuss the close relationship between the noble values of Pancasila and planned efforts to combat the seeds of radicalism. The findings of this analysis clearly demonstrate the importance of Pancasila as the guardian of the nation's ideology. Its five principles, from belief in God to social justice, serve as an essential foundation for morality and ethics, shaping the character of the nation that upholds culture, justice, and tolerance. The nation's ideology will be more resilient against radical ideologies when these principles are internalized and applied systematically in daily life, the education system, and the formulation of public policy. To prevent, address, and eradicate the causes of terrorism in Indonesia, Pancasila not only serves as the foundation of the state but also as a guide for community life.

Rekonstruksi Sustainable Teacher Professional Development (TPD) dalam Menghadapi Dominasi Algoritma pada Pendidikan Digital Hasmi Nur Bayhaqi; Abdulloh Hamid; Moh Faizin
Ashlach : Journal of Islamic Education Vol. 4 No. 01 (2026): Ashlach: Journal Of Islamic Education (April)
Publisher : Universitas Nahdlatul Ulama Pasuruan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/ashlach.v4i01.1362

Objective: This study aims to analyze the implications of algorithmic dominance for teachers’ professional identity and pedagogical agency while reconstructing Sustainable Teacher Professional Development (TPD) to better respond to the complexities of digital education. Methodology: This study employed a qualitative approach using library research and a conceptual-critical design. Data were collected through documentation of academic literature, including international journal articles, scholarly books, research reports, and educational policy documents, and analyzed using qualitative-interpretive content analysis combined with critical-conceptual synthesis. Findings: The findings indicate that algorithmic dominance has transformed the epistemological foundations of education through datafication, automation, and platformization, resulting in shifts in knowledge production, distribution, and validation. These transformations affect teachers’ epistemic authority, pedagogical agency, and professional identity, increasing the risk of pedagogical atrophy and reducing teacher autonomy within data-driven educational environments. Implications: This research implies that teacher professional development programs should move beyond technical digital skills and focus on strengthening algorithmic literacy, critical awareness, pedagogical reflection, and teachers’ capacity to maintain humanistic values in digital learning contexts. Originality: This study contributes to the literature by reconstructing Sustainable Teacher Professional Development from a critical-humanistic perspective and positioning algorithmic dominance as the primary analytical lens, an approach that remains underexplored in previous studies that predominantly emphasize digital competencies and technology integration

Metode Keteladanan Bagi Peserta Didik di Era Disrupsi 4.0 Mochamad Luqman Hakim; Shella Imei Vallensia; Moch. Bahaaruddin; Moh. Faizin
DZURRIYAT : Jurnal Pendidikan Islam Anak Usia Dini Vol. 4 No. 2 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/dz.v4i2.7949

Era disrupsi 4.0 ditandai oleh kemajuan teknologi dan informasi yang berkembang sangat pesat serta perubahan sosial yang terjadi secara terus-menerus. Kondisi ini menimbulkan berbagai tantangan dalam bidang pendidikan, seperti menurunnya moral peserta didik, tersebarnya informasi yang belum terjamin kebenarannya, serta melemahnya pembentukan karakter. Dalam situasi tersebut, metode keteladanan menjadi salah satu pendekatan pendidikan yang semakin penting karena peran manusia sebagai contoh dalam sikap dan perilaku tidak dapat digantikan oleh teknologi. Artikel ini membahas pengertian, landasan teori, urgensi, penerapan, hambatan, serta strategi penguatan metode keteladanan pada era 4.0. Penelitian menggunakan metode studi pustaka dengan pendekatan deskriptif kualitatif melalui kajian terhadap 25 sumber referensi yang relevan. Hasil penelitian menunjukkan bahwa keteladanan tidak hanya berupa perilaku baik dari pendidik, tetapi juga menjadi bagian dari sistem pendidikan yang memadukan pendidikan karakter, etika digital, literasi teknologi, dan keterampilan abad ke-21 melalui contoh nyata dan pembiasaan yang berkesinambungan. Dengan demikian, metode keteladanan mampu membentuk peserta didik yang tidak hanya unggul dalam bidang akademik dan teknologi, tetapi juga memiliki karakter, moral, dan tanggung jawab sosial yang baik.

Integration of Akhlak Values in the Education System: A Terminological and Etymological Review of Character Education Atina Zainal Fuadah; Devi Rahma Amaliyah; Gefira Eknandina; Moh Faizin
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i3.3268

Purpose of the study: This study aims to explore the integration of moral values in character education from the perspective of Islamic Religious Education, analyze the concepts of tarbiyah, ta’lim, and ta’dib, and examine their relevance in strengthening students’ moral identity in the digital era. Methodology: This study employed a qualitative library research method using descriptive-analytical and interactive analysis models by Miles, Huberman, and Saldaña. Data sources included the Qur’an, Hadith, Ibn Miskawaih’s Tahdzib al-Akhlaq wa Tathir al-A'raq, scientific journals, educational policy documents, and character education textbooks. Data were collected through documentation, literature review, content analysis, triangulation techniques, and expert validation. Main Findings: The study found that character education in Islam requires the integration of moral values through the epistemological trilogy of tarbiyah, ta’lim, and ta’dib. The internalization of character occurs through a holistic spiral process involving cognitive, affective, and psychomotor domains. The findings also revealed that moral resilience in the digital era depends on the internalization of hay’ah (stable moral disposition), not merely on technical digital literacy or formal compliance-based education. Novelty/Originality of this study: This study offers a new conceptual framework by reconstructing tarbiyah, ta’lim, and ta’dib into an integrated epistemological trilogy of Islamic character education. It also introduces a spiral internalization model and theorizes digital moral resilience based on hay’ah. These contributions advance Islamic character education studies beyond normative and technical approaches toward a more philosophical, holistic, and paradigmatic perspective.

Transforming the Role of Islamic Education Teachers: A Study of Learning Resources in the Digital Era, Analysis of 21st Century Skills Warih Bagaskara Putri Afriansyah; Najwa Chikmiah; Moh. Faizin
al-Afkar, Journal For Islamic Studies Vol. 9 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i3.3578

This study examines the changing role of Islamic Religious Education (PAI) teachers in the digital era, particularly in terms of how they manage learning resources and the skills needed for teaching in the 21st century. The research method used is library research with a qualitative approach. The groups studied include various types of scientific writings, such as national journals and indexed academic books, and the data collection method involves observation and analysis of the contents of these sources. This study shows that the role of Islamic Religious Education (PAI) teachers has changed from being the main source of information where the teacher is in the middle (Teacher Centered), to being more flexible as a director who supports student-centered learning (Student Centered) and is able to keep up with new technological developments. Using digital learning tools such as e-books, video lessons, and digital platforms can help students be more motivated in learning and improve their ability to learn independently. In addition, 21st-century skills such as understanding how to use digital tools, being proficient in using technology with the TPACK method, and having the 4C abilities of critical thinking, creativity, collaboration, and communication, are very important to improve the effectiveness of PAI learning. However, several challenges remain, such as differences in people's ability to access technology, doubts about the accuracy of religious information, and a lack of available support facilities. Teachers must continually improve their skills to maximize the use of Islamic Religious Education (PAI) lessons in today's digital world.

Disparitas Kompetensi Guru dan Tantangan Profesionalisme di Era Kecerdasan Buatan Namamta Azzahra; Vicxy Aning Agustine; Moh. Faizin
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 3 (2026): Juli 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i3.7759

The rapid development of Artificial Intelligence (AI) in education presents both opportunities and challenges for teachers in carrying out their professional roles. Teachers are required not only to possess pedagogical and professional competencies but also to have the ability to adapt to continuously evolving digital technologies. However, in practice, there are still disparities in teacher competence influenced by factors such as unequal access to technology, age differences, and limited relevant training. This study aims to analyze the forms of disparities in teacher competence and the challenges faced in maintaining professionalism in the era of artificial intelligence. The method used is a library research approach by reviewing various relevant scientific literature sources. The findings indicate that disparities in competence have a significant impact on the quality of learning, particularly in the optimal use of AI-based technologies. Therefore, strategic efforts are needed to enhance teachers’ digital competence through continuous professional development, equitable access to technology, and strengthening AI literacy so that its utilization can be carried out wisely, ethically, and effectively in supporting the learning process in the digital era.

Co-Authors Abdillah Rosyid Tamimi Abdul Manan Abdulloh Hamid Achmad Mas Cendy Sumahi Achmad Syarif Hidayatullah Afi Rizqiyah Afi Rizqiyah Afifah Amatullah Al Barru Afni Resti Noviyanti Aghnia Faza Pheliamanda Agus Darmawan Ahmad Ma'ruf Burhanuddin Ahmad Sayyid Fityan Aisyah Alifiah Muzakki Aisyah Nanda Salsabila Aisyah Romadhona Amini Akbar Dzaki Yahya Alaika M. Bagus Kurnia PS Alia Nafisah Rahma Alif Robbiatul Sariroh Aliya Zulva Ahsani Amelia Khoirunisa Amir Maliki Abitolkha Ananda Salsabila Irham Anisa Fitri Andarista Anisya Putri Nur M Anna Fadhilah Pitaloka Annisa Aszhari Anugrah Alfin Naja Arya Bagus Anindita Askan Nanang Prasetiyo Atina Zainal Fuadah Aylatus Sya Khiya Azzahra Qur'ani Putri Azzahra Ulil Albab Desty Surya Khairunnisak Devi Rahma Amaliyah Devina Elvaretta Arrazaq Dewi Chintia Cahya Ningrum Dewi Rahmawati Zahara Dian Eka Aprilia Erlanda Erlanda Fadhil Gilland Rahmatullah Fahmi, Muhammad Fairuz Zahwa Mustofa Farah Mulya Ramadhani Fatiha Nuria Ammarin Febrilia Saura Sabrina Rachmania Fiantika Rohmatun Nazilah Firda Agustina Fitri Shouniyah Gefira Eknandina Gina Kamila Hadi Irhami Hafizha Sitta Imana Harnum Anzili Rachmah Hasmi Nur Bayhaqi Helend Priscilla Hidayatul Maulidiyah Husniyatus Salamah Zainiyati Imam Syafi'i Indah Fitriya Indah Rahayu Indah Rahayu Intan Nur Fauziyah Amaliyah Ismu Anggun Surya Maulidiyah Izza Faridatul Kamilah Izzati Khoirina Umami Jazil, Saiful Jihan Amalia Nabila Kikan Sandius Tantri Kirana Fatikha Dina Kuswatun Khasanah Lailya Nur Ramadhani M. Ali Hasan M. Bahaaruddin M. Fachrul Afiq M. Yunus Abu Bakar M. Zaidan Mubarak Mashlahatud Diyanah Maslihan Maslihan Maudiyah Maulana Hakim Al Rasyid Mega Silviya Putri Meirlyn Bunga Ambar Sari Moch. Bahaaruddin Mochamad Fachrul Afiq Mochamad Luqman Hakim Moh Rieza Salmany Mohammad Haspi Rohyan Muh Rifqal Kaylafayza Rizky Muh. Hafidh Ubaidillah Muh. Sholihuddin Muhammad Khakim Ashari Muhammad Khakim Ashari Muhammad Zainul Arifin Mustofa Ali Nabiha Ayu Mardhatillah Nabila Grresita A.P.P Nadian Nur Afnia Najwa Chikmiah Namamta Azzahra Naufal Alawy Novi Aghata Nur Khamalia Nur Elvinatuz Zuhroh Nurani Bintang Sholeilluna Nuriyatul Khanifah Nurul Hanifah Putri Putri Natasya Putri Sitoresmi Masruroh Qanita Putri Najiyah Rachmad Hidayat Rahmat Eka Ramadhani Raihana Lidya Natasha Regita Nur Afidah Ristya Rini Riza Mi’rotul Rohmah Rumza Amalia sabila dwi Sahila Faradisa Senata Adi Prasetia Shella Imei Vallensia Shiddiq, Jamaluddin Sita Rahmasari Siti Aminah Siti Maftuhah Siti Nafilatul Munawwaroh Syauqi Tahniah Tasyirifiah Tasrid Syafa Muhammad Usman Yudi Usman Yudi Vicxy Aning Agustine Wahyu Adi Saputra Wahyu Bhakti Setiawan Warih Bagaskara Putri Afriansyah Wiwin Luqna Hunaida Yahya Aziz Zahra Fatihatul Qolby Zahwatul Khusna Zaini Tamin AR

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