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All Journal Kuttab: Jurnal Ilmu Pendidikan Islam Al-Mada: Jurnal Agama, Sosial, dan Budaya Proceedings of Annual Conference for Muslim Scholars IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam Daengku: Journal of Humanities and Social Sciences Innovation Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Journal of Islamic Education Research Edumaspul: Jurnal Pendidikan Suar : Jurnal Studi Pendidikan Islam Al-Tarbawi Al-Haditsah Educan: Jurnal Pendidikan Islam
Aridlah Sendy Robikhah
Universitas Islam Lamongan
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Sinergi Tripusat Pendidikan dalam Membentuk Identitas Keagamaan Peserta Didik pada Pembelajaran Pendidikan Agama Islam Setria Utama Rizal; Aridlah Sendy Robikhah
SUAR: Jurnal Studi Pendidikan Islam Vol. 1 No. 2 (2026): SUAR
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/suar.v1i2.219

Abstract

Penelitian ini bertujuan untuk menganalisis sinergi tripusat pendidikan dalam membentuk identitas keagamaan peserta didik pada pembelajaran Pendidikan Agama Islam. Kajian ini dilatarbelakangi oleh pentingnya memahami pengaruh sosial keluarga, sekolah, dan masyarakat dalam proses konstruksi identitas keagamaan peserta didik secara komprehensif. Penelitian dilaksanakan di SMAN 1 Palangkaraya menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi terhadap guru PAI, peserta didik, orang tua, serta tokoh masyarakat. Analisis data dilakukan secara tematik melalui proses reduksi data, kategorisasi, dan triangulasi sumber untuk memastikan validitas temuan. Hasil penelitian menunjukkan bahwa keluarga berperan sebagai fondasi internalisasi nilai religius, sekolah memperkuat pembentukan identitas melalui pembelajaran PAI dan budaya religius, sedangkan masyarakat menjadi ruang aktualisasi nilai keagamaan dalam praktik sosial. Sinergi ketiga lingkungan tersebut menghasilkan identitas keagamaan peserta didik yang lebih konsisten dan adaptif. Penelitian ini menegaskan pentingnya kolaborasi tripusat pendidikan sebagai pendekatan integratif dalam penguatan pendidikan agama Islam berbasis perspektif sosiologi pendidikan.
Transforming Islamic Religious Education through Local Wisdom and Cyber Ethics to Foster Global Harmony among Generation Z Achmad Yusuf; Minhah Makhzuniyah; Aridlah Sendy Robikhah; Do'stnazar Ximmataliyev
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 11 No. 01 (2026): Pendidikan Islam
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/dn7xdd11

Abstract

This study is motivated by Generation Z’s vulnerability to digital radicalization, religious disinformation, and global conflicts in cyberspace, thereby necessitating the reconstruction of a digital Islamic Religious Education (IRE) program that is technologically adaptive, rooted in local wisdom, and focused on strengthening cyber ethics. This research aims to formulate an integrative digital PAI model based on local wisdom and cyber ethics, as well as to analyze its effectiveness in building Generation Z’s multicultural awareness, digital responsibility, and reflective capacity as agents of peace. The study employed a qualitative design at SMKN 1 Purwosari through in-depth interviews with Islamic education experts, digital literacy activists, and students, supplemented by a systematic literature review. The findings indicate that, first, Generation Z exhibits specific vulnerabilities to digital radicalization stemming from generational characteristics, the digital ecosystem, and gaps in critical digital literacy. Second, the integration of local Islamic wisdom from the Nusantara region with cyber ethics in digital Islamic education is not only possible but also effective through an integrative model encompassing the pillars of digital moderation, communication ethics, information verification, digital responsibility, and digital harmony. Third, the implementation of this synergistic model has proven significant in enhancing cultural awareness, digital responsibility, and competencies as peace agents among Generation Z. This study confirms that the reconstruction of Islamic Education through an integrative approach is a strategic intervention that bridges normative Islamic values with contemporary digital challenges, while strengthening the contribution of Islamic education to fostering social harmony and global peace Keywords: Transforming; Islamic Religious Education; Local-Wisdom; Cyber-Ethics; Global Harmony
Developing the Digital Trilogy Integration Model for Multicultural Islamic Education in the Digital Age Achmad Yusuf; M. Jamhuri; Rahmad Zainul Abidin; Aridlah Sendy Robikhah
Daengku: Journal of Humanities and Social Sciences Innovation Vol. 6 No. 3 (2026)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.daengku5003

Abstract

This study investigates the integration of digital spirituality and cyber-ethics within multicultural Islamic education for Generation Z learners in response to the growing challenges of digital transformation and religious identity formation. Employing an exploratory sequential mixed-methods design, the study was conducted in two phases. The qualitative phase involved digital ethnography, participant observation, semi-structured interviews, and focus group discussions with purposively selected students and Islamic education teachers to explore emerging dimensions of digital spirituality and cyber-ethical behavior. Findings from this phase informed the development of a survey instrument that was administered to 210 participants (200 students and 10 Islamic education teachers) from five secondary educational institutions in Pasuruan, Indonesia. Qualitative data were analyzed using thematic analysis, while quantitative data were examined through Structural Equation Modeling (SEM) to validate the relationships among digital spirituality, cyber-ethics, and multicultural Islamic education constructs. The findings reveal a substantial gap between conventional Islamic pedagogical practices and the digital spiritual expectations of Generation Z learners. Approximately 73.5% of participants demonstrated higher engagement with Islamic values when learning experiences incorporated digitally immersive environments and multicultural perspectives. The study further identifies the integration of the Islamic trilogy aqidah, sharia, and tasawuf with cyber-ethical principles as a significant predictor of responsible digital citizenship, religious moderation, and intercultural competence. Based on the integrated qualitative and quantitative findings, this research proposes the Digital Trilogy Integration Model (DTIM), a conceptual framework that harmonizes classical Islamic educational values with contemporary digital learning ecosystems. The model contributes to the advancement of Islamic educational theory by providing an empirically validated approach to strengthening digital spirituality, ethical online behavior, and multicultural competence among Generation Z learners in increasingly pluralistic and digitally mediated societies.
The Social Constructivism Approach in the Night Discussion Learning Program at Darul Fiqih Islamic Boarding School Lamongan Arisatul Maghfiyah; Aridlah Sendy Robikhah; Siti Suwaibatul Aslamiyah; M. Zainuddin Alanshori
Educan Vol. 10 No. 2 (2026): Transforming Islamic Education: Values, Learning, Institutions, and Student We
Publisher : Prodi PAI, Fakultas Tarbiyah, UNIDA GONTORs Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v10i2.68

Abstract

Night discussion at Pondok Pesantren Darul Fiqih have become a hallmark of collaborative learning within the pesantren environment. This study explores how social constructivist principles are applied in this program, emphasizing learning as a socially mediated process. A qualitative case study approach was used to collect data through direct observation, interviews, and documentation. The data obtained showed that students actively construct knowledge through discussion, argumentation, and collaborative reflection. The Zone of Proximal Development (ZPD) and scaffolding emerge in the forms of peer support and teacher guidance. Beyond content mastery, the program nurtures critical thinking, communication skills, and contextual religious understanding. Night discussion proves to be more than a review session—it fosters reflective, active, and collaborative learners aligned with Islamic educational values.
Co-Authors Achmad Yusuf Agus Salim Alanshori, M. Zainuddin Anni Fatimatus Sholikhah Arindah Oktavianti Arisatul Maghfiyah AZZA ABIDATIN BETTALIYAH Bettaliyah, Azza Abidatin Do'stnazar Ximmataliyev Evi Zulianah Fattahur Rokhimul Barik Lusia Mumtahana M. Jamhuri Minhah Makhzuniyah Moch Faizin Muflich Nicky Estu Putu Muchtar Oktavianti, Arindah Rahmad Zainul Abidin Riska Dwita Sari Setria Utama Rizal Sholihah, Titis Khoiriyatus Siti Suwaibatul Aslamiyah, Siti Suwaibatul