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All Journal Edukasia Islamika DWIJA CENDEKIA: Jurnal Riset Pedagogik Edukasi Islami: Jurnal Pendidikan Islam MUWAZAH: Jurnal Kajian Gender Kappa Journal IBTIDA : Jurnal Kajian Pendidikan Dasar Jurnal Pendidikan Terapan HIKMATUNA: Journal for Integrative Islamic Studies Jurnal Penelitian
Moh. Muslih
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Religion Humanities Astronomy Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Confirmatory Factor Analysis to Analyze Multidimensional Muslim Family Resilience: A Case Study on Students Resilience during Online Learning Moh Muslih; Umi Mahmudah; Anik Maghfiroh; Muhammad Sulaiman Salim
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 7, No 1 (2023): April 2023
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v7i1.65441

Abstract

Penelitian ini bertujuan untuk menganalisis model resiliensi keluarga Muslim multidimensional di masa Pandemi COVID-19 dan kaitannya dengan resiliensi mahasiswa dalam pembelajaran online. Pendekatan kuantitatif digunakan dengan jenis penelitian adalah studi kasus. Metode analsiis data menggunakan confirmatory factor analysis (CFA) berbantuan software AMOS. Sebanyak 104 responden dianalisis. Hasil analisis mengindikasikan bahwa model resiliensi keluarga Muslim multidimensional terkonfirmasi mencakup tiga dimensi, yaitu individu, keluarga, dan komunitas. Ketiga dimensi saling terkait dan tidak bisa dipisahkan. Hasil juga mengemukakan dimensi individu dan keluarga memiliki korelasi sebesar 0,534. Dimensi individu dan komunitas memiliki korelasi sebesar 0,300. Sementara itu, dimensi keluarga dan komunitas memiliki nilai korelasi sebesar 0,475. Resiliensi mahasiswa, sebagai individu juga terdampak oleh resiliensi keluarga dan komunitas. Rekomendasi lanjutan dapat dilakukan pada analisis faktor-faktor yang mempengaruhi resiliensi keluarga Muslim dalam menghadapi situasi krisis atau perubahan, baik dalam konteks pembelajaran online maupun dalam konteks kehidupan sehari-hari. Hasil penelitian ini dapat memberikan rekomendasi praktis untuk meningkatkan resiliensi keluarga muslim multidimensional dalam menghadapi tantangan yang dihadapi oleh mahasiswa dalam proses belajar online.
Cultural Hegemony in the Grade XII Islamic Religious Education Textbook Under the Merdeka Curriculum: A Critical Discourse Analysis Thoyibah Thoyibah; Muhlisin Muhlisin; Slamet Untung; Muhammad Jaeni; Moh. Muslih
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1340

Abstract

Purpose: This study examines cultural hegemony in the Grade XII Islamic Religious Education (PAI) textbook under the Merdeka Curriculum from the perspectives of multicultural education and critical theory. It focuses on the role of textbooks in shaping religious knowledge and cultural representation in Indonesia’s multicultural context. Methods: A qualitative design using Norman Fairclough’s three-dimensional Critical Discourse Analysis was applied to one officially published Grade XII PAI textbook. The analysis covered textual narratives, visual representations, illustrations, and learning activities through the dimensions of text, discursive practice, and social practice. Findings: The textbook predominantly presents religious knowledge through centralized and normative narratives, while local Islamic traditions, interpretive plurality, and socio-cultural diversity receive limited representation. The discourse privileges standardized religious perspectives and reinforces dominant religious narratives. Conclusion: The textbook reflects cultural hegemony by privileging dominant religious interpretations and limiting multicultural perspectives. This indicates the need for more plural theological views, stronger representation of local Islamic traditions, and more inclusive textbook discourse. The findings are limited to the analyzed Grade XII textbook. Research Implications: Curriculum developers, textbook authors, educators, and policymakers should integrate multicultural education principles more fully into Islamic Religious Education materials to support inclusive and culturally responsive learning. Originality: This study integrates Fairclough’s Critical Discourse Analysis, Gramsci’s theory of cultural hegemony, and multicultural education to examine ideological representation in an official PAI textbook and propose a framework for more inclusive learning materials.
Co-Authors Aenurofik Anik Maghfiroh Anik Maghfiroh Chatarina Umbul Wahyuni Diyah Nurul Fitriyati Mohd Mizan Aslam Muhammad Jaeni Muhammad Sulaiman Salim Muhlisin muhlisin R. Neli Kismiati Santika Lya Diah Pramesti Siti Fatimah Slamet Untung Subhi, Muhamad Rifa'i Thoyibah Thoyibah Umi Mahmudah