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All Journal International Journal of Nusantara Islam Tadbir: Jurnal Manajemen Pendidikan Islam AT TA´DIB PSYMPATHIC Pendas : Jurnah Ilmiah Pendidikan Dasar MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Atthulab: Islamic Religion Teaching and Learning Journal EDUKATIF : JURNAL ILMU PENDIDIKAN JURNAL MANAJEMEN PENDIDIKAN ISLAM AL-IDARAH GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Journal of Social Science Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Edukasi: Journal of Educational Research Journal Corner of Education, Linguistics, and Literature Taklim : Jurnal Pendidikan Agama Islam Educenter: Jurnal Ilmiah Pendidikan International Journal Corner of Educational Research (IJCER) International Journal of Education and Digital Learning (IJEDL) INJURITY: Journal of Interdisciplinary Studies Indonesian Research Journal on Education Action Research Journal Indonesia (ARJI) Journal of Social Science Jurnal Cendekia : Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam Jurnal Inovasi Pendidikan Agama Islam Juni-Jurnal Pelita Nusa J-STAF: Siddiq, Tabligh, Amanah, Fathonah International Journal of Nusantara Islam Indonesian Journal of Interdisciplinary Islamic Studies (IJIIS) EDUCENTER JURNAL PENDIDIKAN Jurnal Epistemic : Jurnal Ilmiah Pendidikan Expectation: Journal of Islamic Education Management (JIEM) International Journal of Islamic Educational Research Kharismatik : Jurnal Ilmu Pendidikan Ta'allum: Jurnal Pendidikan Islam Referensi Islamika: Jurnal Studi Islam
Adang Hambali, Adang
UIN Sunan Gunung Djati Bandung
Religion Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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A Meaningful Learning Model Based on Digital Video Integrated with Active Syntax to Enhance Students' Critical Thinking in Higher Education Ridwan Fauzi, Muhammad; Hambali, Adang; Darmalaksana, Wahyudin; Nursobah, Asep
International Journal of Islamic Educational Research Vol. 3 No. 1 (2026): January : International Journal of Islamic Educational Research
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijier.v3i1.470

Abstract

General education at Islamic Religious Higher Education Institutions (PTKI) plays an important role in developing students’ critical thinking skills so they can analyze religious and social issues reflectively and contextually. However, learning practices in PTKI are still dominated by teacher-centered approaches and low cognitive achievement, which limits the development of analytical, evaluative, and problem-solving abilities. Meanwhile, studies show that integrating digital media, particularly video, can improve conceptual understanding, motivation, and cognitive engagement, yet a digital video-based meaningful learning model specifically designed for the PTKI context remains limited. Therefore, this study aims to formulate a Digital Video-Based Meaningful Learning Model (MPBBVD) to enhance students’ critical thinking skills. This research employed a literature review method by analyzing books, scientific articles, research reports, and digital sources related to meaningful learning, constructivism, multimedia learning, digital video use, and critical thinking development. Data were analyzed descriptively and qualitatively to identify the theoretical foundations, learning syntax, and design principles of the model. The findings indicate that MPBBVD integrates Ausubel’s Meaningful Learning theory, constructivist perspectives from Piaget, Vygotsky, and Bruner, Mayer’s Multimedia Learning theory, and the critical thinking framework of Facione and Ennis. The model uses digital video as the main learning medium and applies the ACTIVE stages (Attend, Connect, Think, Interpret, Verify, Evaluate) to promote contextual and interactive learning. Integrating pre-, during-, and post-video activities supports knowledge construction, reduces cognitive load, and increases student engagement, contributing theoretically and practically to improving critical thinking in PTKI in the Industrial Revolution 4.0 era.
BUDAYA PESANTREN DAN PENDIDIKAN KARAKTER PADA PONDOK PESANTREN CAMPURAN: (Penelitian di Pondok Pesantren Mazro’atul Ulum Citiis) Hambali, Adang; Asy'ari; Habibie, Dienha; Roswan Fauzi, Ali; Maulidya Makalao, Dwi Ajeng; Basri, Hasan
Expectation: Journal of Islamic Education Management Vol 3 No 2 (2025): Expectation: Journal of Islamic Education Management (JIEM)
Publisher : Prodi Manajemen Pendidikan Islam

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Abstract

Penelitian ini bertujuan menganalisis peran budaya pesantren dalam pembentukan pendidikan karakter pada pondok pesantren campuran di Pondok Pesantren Mazro’atul Ulum Citiis. Latar belakang penelitian didasarkan pada dinamika interaksi antara santri dan non-santri dalam lingkungan pesantren yang heterogen. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif-analitis. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi, kemudian dianalisis dengan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa budaya pesantren yang diwujudkan melalui pembiasaan religius, kedisiplinan, kebersamaan, dan adab terhadap guru berperan signifikan dalam membentuk karakter religius, disiplin, tanggung jawab, dan sikap sosial inklusif pada peserta didik. Interaksi santri dan non-santri menjadi sarana efektif internalisasi nilai-nilai karakter berbasis Islam.
Exploring How Teacher Competency Development Influences Affective Work Outcomes Hambali, Adang; Abdullah, Asep; Badriyati, Sally
International Journal Corner of Educational Research Vol. 4 No. 3 (2026): March 2026
Publisher : CV. Tripe Konsultan

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Abstract

Understanding the role of professional development in shaping teachers’ workplace attitudes is essential for improving school performance and organizational effectiveness. In this context, the present study used a quantitative ex post facto approach to investigate how teacher competency development affects teacher loyalty, work discipline, and work motivation in 14 MTsN schools across Tasikmalaya Regency. The analysis shows that competency development has a positive and statistically significant impact on teacher loyalty and work motivation, indicating that improvements in pedagogical, professional, social, and personal competencies are linked to stronger institutional commitment and higher enthusiasm in performing teaching duties. The findings also reveal a significant relationship between competency development and work discipline, although the strength of this effect is comparatively weaker than its influence on loyalty and motivation. This relatively smaller effect may be explained by the complex nature of work discipline, which is shaped not only by competency enhancement but also by broader organizational factors such as school culture, leadership practices, and institutional rules and policies.
Reconstructing ontological foundations in islamic education management: a philosophical inquiry into being, leadership values, and institutional development Adang Hambali; Rizal Anshorudin; Hidayat Hidayat; Ade Abdullah Sidiq; Agus Salim
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1951

Abstract

Ontology constitutes the philosophical foundation for shaping knowledge systems and managerial paradigms within Islamic educational institutions. This study aims to reconstruct the ontological basis of Islamic education management through philosophical-conceptual inquiry, focusing on the nature of being, leadership identity, and institutional development anchored in Islamic metaphysics. Using a qualitative–philosophical approach through conceptual analysis and hermeneutic textual interpretation, this study examines how the Islamic worldview of al-wujūd informs leadership behavior, institutional identity, and organizational culture. The findings indicate that Islamic education management transcends technical administration, functioning instead as an ontological practice rooted in tawhid, human existence, and the civilizational mission of education. Grounded in classical scholarship (Al-Ghazali, Ibn Khaldun) and contemporary Islamic philosophers (Nasr), Islamic management emphasizes metaphysical consciousness, ethical leadership, and mission-driven institutional development. This study contributes to strengthening the philosophical architecture of Islamic educational leadership and highlights the urgency of ontological literacy for institutional transformation.
Reconstructing ontological foundations in islamic education management: a philosophical inquiry into being, leadership values, and institutional development Hambali, Adang; Anshorudin , Rizal; Hidayat , Hidayat; Sidiq, Ade Abdullah; Salim , Agus
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1951

Abstract

Ontology constitutes the philosophical foundation for shaping knowledge systems and managerial paradigms within Islamic educational institutions. This study aims to reconstruct the ontological basis of Islamic education management through philosophical-conceptual inquiry, focusing on the nature of being, leadership identity, and institutional development anchored in Islamic metaphysics. Using a qualitative–philosophical approach through conceptual analysis and hermeneutic textual interpretation, this study examines how the Islamic worldview of al-wujūd informs leadership behavior, institutional identity, and organizational culture. The findings indicate that Islamic education management transcends technical administration, functioning instead as an ontological practice rooted in tawhid, human existence, and the civilizational mission of education. Grounded in classical scholarship (Al-Ghazali, Ibn Khaldun) and contemporary Islamic philosophers (Nasr), Islamic management emphasizes metaphysical consciousness, ethical leadership, and mission-driven institutional development. This study contributes to strengthening the philosophical architecture of Islamic educational leadership and highlights the urgency of ontological literacy for institutional transformation.
Aksiologi Ilmu Pengetahuan di Era Disrupsi: Merekonstruksi Nilai Kegunaan antara Tekno-Efisiensi dan Kebijaksanaan Kemanusiaan Mochamad Naufal Fauzan; Ahmad Fauzi Zakaria; Syukron Makmun; Adang Hambali
Action Research Journal Indonesia (ARJI) Vol. 7 No. 4 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i4.653

Abstract

Latar belakang penelitian ini adalah dominasi nilai instrumental-utilitarian dalam ilmu pengetahuan di era disrupsi teknologi, yang menyempitkan makna kegunaan ilmu hanya pada aspek tekno-ekonomi dan mengabaikan nilai-nilai humanistik. Penelitian ini bertujuan untuk menganalisis akar epistemologis dominasi nilai instrumental, mengidentifikasi dampak distorsifnya, serta menawarkan rekonstruksi aksiologis yang integratif. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan analisis filosofis melalui studi kepustakaan terhadap pemikiran filsuf seperti Habermas, Heidegger, dan Mazhab Frankfurt. Hasil penelitian menunjukkan bahwa dominasi nilai instrumental berakar pada tradisi positivisme dan pragmatisme, yang telah menyebabkan dehumanisasi, krisis ekologis, dan erosi kearifan lokal. Sebagai respons, penelitian ini merekonstruksi aksiologi ilmu dengan mengintegrasikan nilai instrumental dan intrinsik melalui pendekatan etis, transdisipliner, dan emansipatoris. Kesimpulannya, ilmu pengetahuan harus tidak hanya berfungsi sebagai alat pemecah masalah teknis, tetapi juga sebagai pendorong pemahaman hermeneutis dan pembebasan manusia untuk mewujudkan pembangunan yang utuh dan berkelanjutan.
DIGITAL-THEOLOGICAL CONSCIOUSNESS: A MODEL OF ISLAMIC EDUCATION FOR HOMO DIGITALIS Mamat Rahmat; Ahmad Zaky Zakaria Anshary; Adang Hambali; Andewi Suhartini
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 2 (2026): APRIL
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i2.570

Abstract

This study aims to develop a comprehensive model of Islamic education grounded in Digital-Theological Consciousness that addresses the ontological transformation of Muslim learners who inhabit digital culture as Homo Digitalis. The research responds to a significant gap in the literature: while digital Islamic education studies have proliferated, none has systematically integrated the philosophical concept of Homo Digitalis with tawhid-based theology into a coherent educational model. A qualitative library research design was employed, drawing on systematic analysis of primary and secondary sources in Islamic educational philosophy, digital theology, and philosophical anthropology. Sources were selected from peer-reviewed journals indexed in Scopus, Web of Science, and Sinta (2020–2025), supplemented by seminal theoretical works from Capurro (2017), Kultaieva (2020), and Phillips et al. (2019). Data were analyzed using an integrative-interpretive approach. The study identifies three foundational gaps in existing scholarship: the absence of Islamic digital theology as a field, the non-integration of Homo Digitalis into Islamic anthropological-educational discourse, and the operational limitation of tawhid-based models in addressing digital consciousness. Based on these gaps, the study proposes the DTC Model comprising five interrelated pillars: Tawhidic Ontological Grounding, Digital Fitrah Literacy, Khalifah-Oriented Digital Ethics, Integrative Epistemology of Revelation and Reason, and Transformative Pedagogical Practice. The model offers a theoretically rigorous and practically applicable framework for Islamic educational institutions navigating digital transformation. Limitations include the conceptual-library nature of the study, which requires empirical validation through subsequent field research in Indonesian madrasah and pesantren contexts. This article introduces Digital-Theological Consciousness as a new construct in Islamic educational theory, offering the first systematic integration of Homo Digitalis philosophy with tawhidic epistemology in educational modelling. The study contributes both to Islamic educational philosophy and to the broader global discourse on religion and digital culture.
ONTOLOGI KEBENARAN DALAM PENDIDIKAN ISLAM: PERSPEKTIF INTEGRATIF ANTARA RASIO, WAHYU DAN TEKNOLOGI Adang Hambali; Rizki Imanudin; Rizqynursholihat; Dayat Indra Hidayat; Dede Sulaeman
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 14 No 2 (2026): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v14i2.7086

Abstract

This study aims to analyze the ontology of truth in Islamic education through an integrative perspective between reason, revelation, and technology. This research employs a qualitative method with a library research approach, examining both classical and contemporary sources relevant to Islamic epistemology and the philosophy of education. The findings reveal that in Islamic education, truth does not solely originate from human reason, which is empirical, but also from divine revelation as an absolute and transcendental foundation. The integration of reason and revelation provides an epistemological basis capable of creating a balanced educational system between intellect and faith. In the digital era, technology serves as an instrument to expand the reach of knowledge and enhance the effectiveness of learning, yet its use must remain guided by the principles of tawhid and Islamic ethics. This study emphasizes the importance of a scientific paradigm that harmonizes rational, spiritual, and technological dimensions to construct Islamic education that is humanistic, adaptive, and oriented toward holistic truth.
Dinamika Sosial-Budaya dalam Pendidikan Islam di Indonesia dan ASEAN: Sebuah Systematic Literature Review: Dinamika Sosial-Budaya dalam Pendidikan Islam di Indonesia dan ASEAN: Sebuah Systematic Literature Review Cahyudi Prima; Isrun Abdurahman; Adang Hambali
Risalah Kharisma Vol 4 No 1 (2026): Maret 2026
Publisher : Sekolah Tinggi Agama Islam Kharisma Cicurug Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70757/kharismatik.v4i1.255

Abstract

This study aims to map the influence of socio-cultural factors on the practices and policies of Islamic Education in Indonesia and ASEAN countries. The method used is a Systematic Literature Review (SLR) following the PRISMA protocol. Literature searches were conducted on Connected Papers and Google Scholar databases using selected keywords. Out of 120 identified articles, 10 met the inclusion criteria for in-depth analysis. The findings reveal three main results. First, there are three models of state-Islamic education relations in ASEAN: national integration (Malaysia, Brunei), massive institutionalization (Indonesia), and limited accommodation (Thailand, Philippines, Singapore). Second, local values such as gotong royong in Indonesia, Malay customs in Malaysia-Brunei, izzah in Pattani, and pragmatism in Singapore serve as the moral foundation of Islamic education. Third, common challenges include the tradition-modernity dialectic, digital crisis of scholarly authority, stigma against madrasah graduates, and policy implementation gaps. This study contributes to developing Islamic education policies that are responsive to ASEAN's socio-cultural diversity.
Co-Authors Abdullah, Asep Adah Aliyah Ade Abdullah Sidiq Agus Salim Agus Salim Mansyur Ahmad Fauzi Zakaria Ahmad Zaky Zakaria Anshary Amaliya, N. Fitri Andewi Suhartini, Andewi Andry Setiawan, Andry Ari Nuryana Arromy, Muhammad Miqdad Asep Hernawan Asep Nursobah, Asep Assalam, Sunan Hanif Ihsan Asti Meiza Astria Kasih Asy'ari Badriyati, Sally Cahyudi Prima Dayat Indra Hidayat Dede Sulaeman Enoh Fasya, Nizar Muhammad Fauzi, Rai Ahmad Fitri Meliani, Fitri Fridayanti Fridayanti Habibie, Dienha Hapid Hapid, Hapid Hasan Basri Hasan Basri Herniawati, Ani Hidayat , Hidayat Hidayat Hidayat Hisniati, Sally Badriya Ihsanda, Nu'man Indriana, Nina Irfan Fahmi, Irfan Isrun Abdurahman Izzudin Musthafa, Izzudin Kusuma, Deni Tata Malik, Muhamad Ibnu Mamat Rahmat Maulidya Makalao, Dwi Ajeng Mochamad Naufal Fauzan Moh Ali, Moh Mohamad Erihadiana, Mohamad Mohammad Sulhan, Mohammad Muhamad Arif Nugraha Muhammad Ali Ramdhani Muhammad Shalahuddin Mukti, Saepul nia kurniasih Nurobiyanto, Nurobiyanto Nurwadjah Ahmad Eq Rafsanjani, Mohammad Fikri Ridwan Fauzi, Muhammad Rizal Anshorudin Rizki Imanudin Rizqynursholihat Rofi Fahmi, Dede Rohimah , Elis Roswan Fauzi, Ali Rulia, Rulia Salim , Agus Sally Badriya Hisniati Sapitri, Wina SHOLIHAH, IMROATUS Sidiq, Ade Abdullah Sisti Nurlina Siti Julaeha, Siti Sri Juwita Sri Juwita, Sri Suhartini, Andewi Syaf, Solehudin Syukron Makmun Tamlekha, Tamlekha Teguh Hariyanto Teguh Prayitno Urwah, Urwah Wahyudin Darmalaksana Wildan, Ikbal Muhammad Yadi Suryadi Yani Mulyani Yosef Farhan Yuliati Zaqiah, Qiqi Yusuf Hidayat Yuyun Nurul'aen Zainal Muttaqin