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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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Differentiated Digital Media in Religious Moderation Learning: A Convergence Theory Perspective Siti Nafilatul Munawwaroh; Moh. Faizin; Abdulloh Hamid
Maharot : Journal of Islamic Education Vol. 10 No. 1 (2026): Maharot : Journal of Islamic Education
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/maharot.v10i1.2688

This study examines how differentiated digital media maximize students' absorption of dynamic values in religious moderation learning at SMAN 3 Sidoarjo through the analytical lens of Convergence Theory. The research addresses a critical pedagogical challenge: conventional, text-heavy instruction in Islamic Education often triggers cognitive resistance and fails to accommodate students' diverse learning modalities when introducing complex affective values. This study aims to analyze how the structural integration of multisensory digital devices and William Stern's Convergence Theory maximizes the formation of students' moderate religious paradigms based on their visual, auditory, and kinesthetic (VAK) learning styles. Employing a qualitative approach with a single-site descriptive case study design, data were gathered through instructional document analysis, participatory classroom observations, and semi-structured interviews with three Islamic Education teachers and fifteen selected students. The empirical findings demonstrate that the systemic integration of differentiated digital media, including infographics, short documentary videos, and hands-on multimedia projects, strengthens students' emotional resonance and forms an inclusive religious worldview. From the perspective of Convergence Theory, this study reveals a novel paradigm: differentiated digital media function as structured environmental stimuli (empiricism) that dynamically interact with students' innate digital-native traits (nativism) to maximize critical consciousness and theological tolerance. By bridging developmental psychology and digital instruction, these findings contribute to a framework for understanding how adaptive, personalized, and inclusive differentiated pedagogy shapes tolerant and moderate perspectives among Generation Z learners.

The Integration of Islamic Essentialism and Existentialism in the Makhadiyah Educational System at Nurul Cholil Islamic Boarding School Moh Rieza Salmany; M. Yunus Abu Bakar; Moh Faizin; Mustofa Ali; Usman Yudi
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.406

This study examines the integration of Islamic essentialist and existentialist values within the Makhadiyah educational system at Nurul Cholil Islamic Boarding School. The research is motivated by the need for an Islamic educational model that maintains spiritual authenticity while remaining responsive to contemporary social realities. The study aims to analyze how these two philosophical orientations are integrated into pesantren educational practices and how they contribute to santri character formation. This research employed a descriptive qualitative method with a case-study approach. Data were collected through in-depth interviews, participatory observation, and institutional documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data presentation, and conclusion verification. The findings reveal that Islamic essentialism is reflected in the preservation of turats, cultivation of adab, and continuous spiritual habituation that strengthen personal piety. Meanwhile, Islamic existentialism is implemented through community-oriented programs such as guru tugas, nasyrul ‘ilmi, and safari dakwah, which encourage self-actualization and social responsibility. The integration of these dimensions forms a holistic educational paradigm that balances spirituality, intellectuality, and humanity in shaping socially transformative santri. This study contributes theoretically by offering an integrative framework that bridges Islamic essentialism and existentialism within pesantren educational practices. Practically, the findings provide an alternative educational model for Islamic institutions seeking to preserve religious values while fostering students’ social engagement and contextual awareness in contemporary society.

Peta Konsep Pendidikan Islam Perspektif Abuddin Nata Farah Mulya Ramadhani; Harnum Anzili Rachmah; Lailya Nur Ramadhani; Moh. Faizin
Tarbiyah : Jurnal Ilmu Pendidikan dan Pengajaran Vol 4 No 2 (2025)
Publisher : DIKLINKO JOURNALS PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64464/tarbiyah.v4i2.202

This paper discusses concept maps as a learning medium in Islamic education. Concept maps function to systematically organize knowledge, helping learners understand the interrelation of core elements of Islamic education such as aqidah, worship, morality, knowledge, and da’wah. Through visualization, this method enhances motivation, comprehension, and critical thinking skills. Moreover, concept maps support the integration of religious and general knowledge, making Islamic education more relevant to contemporary needs. Despite implementation challenges, concept maps are considered effective in improving the quality of learning and shaping Muslims who are faithful, knowledgeable, and morally upright.

Interconnected of Islamic Education Goals From The Perspective of Al Singkili Kirana Fatikha Dina; Hafizha Sitta Imana; Moh. Faizin
Al-Bustan: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Al-Bustan: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/ajpi.v3i1.492

The integration of spiritual, moral, intellectual, and social dimensions represents a fundamental objective of Islamic education. However, many contemporary educational systems tend to prioritize cognitive achievement while neglecting the ethical and spiritual formation of learners. This condition creates a gap between knowledge acquisition and character development in Islamic education. Classical Muslim scholars provide valuable insights to address this issue, including the educational thought of Abdurrauf Al-Singkili, a prominent seventeenth-century scholar from Aceh. This study aims to examine the interconnected goals of Islamic education from Al-Singkili’s perspective. The research employs a qualitative library research method through textual analysis of Al-Singkili’s works and relevant contemporary literature on Islamic educational philosophy. The findings reveal that Islamic education in Al-Singkili’s perspective is built upon an integrated framework consisting of spiritual foundations, moral formation, intellectual development, and social responsibility. The novelty of this research lies in reconstructing Al-Singkili’s educational thought into a holistic conceptual model that emphasizes the interconnectedness of educational goals in Islamic education.

KONSEP KEPEMIMPINAN IDEAL DALAM BINGKAI PANCASILA DAN TATA KELOLA PEMERINTAHAN NEGARA KESATUAN REPUBLIK INDONESIA PERSPEKTIF RASULULLAH Alif Robbiatul Sariroh; Fiantika Rohmatun Nazilah; Moh. Faizin
Jurnal Pembumian Pancasila Vol 5 No 2 (2025): Dari Wacana ke Aksi: Rekam Jejak Gerakan Pembumian Pancasila dalam Menghidupkan N
Publisher : Dewan Pimpinan Pusat Gerakan Pembumian Pancasila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63758/jpp.v5i2.66

Kepemimpinan yang ideal sangat penting dalam model kepemimpinan tata kelola pemerintah Negara Kesatuan Republik Indonesia. Penelitian ini memiliki tujuan untuk mengkaji sekilas tentang Nabi Muhammad SAW yang berisi biografi singkat tentang beliau, menceritakan secara ringkas tentang masa kelahirannya hingga Allah Swt beliau mengutus beliau Swt untuk menjadi mengajarkan ajaran agama islam bagi seluruh umat manusia di muka bumi, memaparkan tentang konsep kepemimpinan yang ideal perspektif Pancasila dan kewarganegaraan, serta menjelaskan tentang dimensi-dimensi kepemimpian ideal dalam tata kelola pemerintahan Negara Kesatuan Republik Indonesia perspektif Rasulullah. Peneliti menggunakan metode kualitatif yang lebih diarahkan pada penelitian kepustakaan (library research). Sumber penelitian ini diperoleh dengan membaca, menganalisis, meneliti, dan mengkaji artikel jurnal terdahulu terkait dengan topik pembahasan yang sesuai dengan pembahasan artikel ini. Hasil dari penelitian ini menjelaskan bahwa kepemimpinan yamg ideal harus didasarkan pada nilai-nilai yang terkandung dalam Pancasila. Kepemimpinan yang ideal menurut Rasulullah memiliki dimensi shidiq (jujur), amanah (dapat dipercaya), tabligh (menyampaikan wahyu), dan fathanah (cerdas). Dimensi-dimensi ini sangat relevan diterapkan pada kepemimpinan tata kelola peemrintahan Negara Kesatuan Republik Indonesia yang menwujudkan keadilan sosial dan kesejahteraan masyarakat.

Pengembangan Konsep Ilmu Pendidikan Islam Perspektif Ahmad Dahlan Raihana Lidya Natasha; Desty Surya Khairunnisak; Akbar Dzaki Yahya; Moh. Faizin
Sujud: Jurnal Agama, Sosial dan Budaya Vol. 2 No. 1 (2026): JANUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/qjvn9f66

Islamic education is a comprehensive process of human development based on Islamic teachings. This concept emphasizes not only intellectual growth but also spiritual, moral, and social dimensions. The primary foundations of Islamic education are derived from the Qur'an and the Hadith, which are further reinforced by scholars' ijtihad and the socio-cultural realities of the Muslim community. The foundation of Islamic education rests on tawhid as its core principle and on noble moral values as its goal. In practice, Islamic education is implemented through various forms of formal and non-formal educational institutions that emphasize methods such as exemplary behavior, habituation, and individualized approaches suited to students' developmental stages. In this study, many religious figures have contributed thoughts to the Islamic concept educational science, particularly KH. Ahmad Dahlan. He presented ideas concerning the educational system, objectives, curriculum, and methods of Islamic education. This journal explores three central themes: the life history of KH. Ahmad Dahlan, the general principles of Islamic education, and KH. Ahmad Dahlan's viewpoint on the concept of Islamic education. The study employs a library research method, focusing on the exploration and analysis of various relevant literary sources.

Peserta Didik dalam Pendidikan Perspektif Ibnu Sina Rumza Amalia; Zahwatul Khusna; Aisyah Nanda Salsabila; Moh. Faizin
Sujud: Jurnal Agama, Sosial dan Budaya Vol. 2 No. 1 (2026): JANUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/g7qhbs44

The requirements of Islamic education today are very relevant to Ibn Sina's ideas about education. According to Ibn Sina, education is a way to create a complete human being—physically, intellectually, socially, and spiritually—not merely a method to transmit knowledge. He emphasized the importance of achieving a balance between moral and ethical development and mastery of knowledge. He believed that in addition to intelligence, a student needs to have a positive attitude, be honest, and take responsibility both for the environment and for themselves. This concept becomes highly relevant in the context of Islamic education today due to the challenges posed by globalization and modernization, which often overshadow spiritual principles. Islamic education must provide an integrative curriculum that combines general knowledge, religious understanding, and life skills in accordance with contemporary developments. Moreover, the core of the entire educational process must be character education. It is estimated that by adopting the principles of Ibn Sina, a new generation of morally upright and intellectually intelligent individuals will emerge, capable of making significant contributions to the advancement of civilization and humanity.

Hubungan Pendidik Dan Peserta Didik Persepektif Imam Al-Ghazali Maudiyah; Mohammad Haspi Rohyan; Moh. Faizin
Sujud: Jurnal Agama, Sosial dan Budaya Vol. 2 No. 1 (2026): JANUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/z1xj5667

This article is motivated by the fact that the relationship between educators and students, from an Islamic educational perspective, is central to the success of a learning process based on the values of faith and noble morals. This research aims to understand the concept, function, and nature of educators, and how the ideal relationship between educators and students can be realized in accordance with Islamic educational principles. The method used is library research with a qualitative descriptive approach through analysis of various relevant literature. The results show that educators act as mu'allim, murabbi, and muaddib (leaders), who not only teach knowledge but also instill moral and spiritual values, thus creating a harmonious educational relationship with worship values that shape perfect human beings.

Ki Hajar Dewantara’s Among System and Mobile Seamless Learning in Islamic Religious Education: A Conceptual Study Intan Nur Fauziyah Amaliyah; Muh. Hafidh Ubaidillah; Moh. Faizin; Abdulloh Hamid
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13767

The development of digital technology has led to the emergence of the mobile seamless learning (MSL) paradigm, which allows the learning process to take place flexibly and sustainably across space and time. However, the implementation of digital learning in Islamic Religious Education (PAI) still tends to be technically oriented and does not fully support the formation of character and religious experiences of students. This study aims to reconstruct the Among Ki Hajar Dewantara System from the perspective of mobile seamless learning as the foundation of humanist digital pedagogy in PAI learning. The study uses a qualitative approach with a library research type. Data were obtained through documentation and literature searches from books, national and international journals, and previous studies relevant to the Among System, mobile seamless learning, and Islamic education. Data analysis was carried out using content analysis through the stages of reduction, categorization, interpretation, and conceptual synthesis. The results of the study indicate that the integration of the principles of ing ngarso sung tulodo, ing madya mangun karso, tut wuri handayani, and the concept of Tri Pusat Pendidikan with the MSL paradigm is able to build PAI learning that is humanist, contextual, flexible, and oriented towards the internalization of Islamic values. This reconstruction positions digital technology as a means of sustainably shaping students' morals, spirituality, and learning freedom in the era of digital transformation.

TRANSFORMASI NILAI KARAKTER MAHASISWA PRODI PENDIDIKAN AGAMA ISLAM DI ERA DIGITAL SOCIETY 5.0 Fairuz Zahwa Mustofa; Jihan Amalia Nabila; Achmad Mas Cendy Sumahi; Moh Faizin
Al-Irsyad: Journal of Education Science Vol 5 No 1 (2026): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i1.844

Kemajuan teknologi di era Masyarakat Digital 5.0 mengubah pola pikir dan perilaku mahasiswa, sekaligus menghadirkan tantangan berupa melemahnya pengendalian diri, memburuknya etika komunikasi, dan masuknya budaya asing yang bertentangan dengan nilai-nilai Islam. Penelitian tentang transformasi karakter mahasiswa Pendidikan Agama Islam (PAI) di era digital masih tergolong langka. Penelitian ini bertujuan mengkaji evolusi nilai-nilai karakter mahasiswa PAI dan pendekatan penguatannya agar tetap relevan sekaligus menjaga inti ajaran Islam. Metode yang digunakan adalah deskriptif kuantitatif dengan analisis kualitatif; data dikumpulkan melalui survei daring kepada mahasiswa UIN Sunan Ampel dan dianalisis menggunakan perhitungan persentase serta interpretasi deskriptif. Hasil menunjukkan bahwa sebagian besar mahasiswa tetap mempertahankan nilai-nilai fundamental seperti kejujuran, tanggung jawab, toleransi, disiplin, dan ketakwaan, meskipun penerapannya telah beradaptasi dalam konteks digital. Teknologi berperan ganda: mendukung ibadah dan penyebaran nilai positif, sekaligus menghadirkan hambatan melalui gangguan dan akses mudah ke konten berbahaya. Tantangan utama bukan pada pudarnya nilai, melainkan pada kemampuan menyaring informasi dan melatih pengendalian diri. Pendekatan berbasis contoh nyata dari media sosial serta penguatan literasi digital terbukti menjadi strategi paling efektif. Disimpulkan bahwa transformasi karakter tidak mengubah nilai-nilai inti Islam, melainkan memodernisasi strategi penerapan dan internalisasinya, sehingga membekali mahasiswa PAI untuk menjadi pendidik agama yang menguasai teknologi sekaligus menjunjung tinggi integritas moral di ruang nyata maupun virtual.

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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