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All Journal Jurnal Ushuluddin KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) AJIS : Academic Journal of Islamic Studies Tarbawi : Jurnal Ilmu Pendidikan Islamika : Jurnal Ilmu-Ilmu Keislaman International Journal of Social Science and Business Jurnal Pendidikan dan Konseling Tarikhuna: Journal of History and History Education Idarah Tarbawiyah: Journal of Management in Islamic Education Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan El-Rusyd TOFEDU: The Future of Education Journal At- Ta'lim : Jurnal Pendidikan Ahlussunnah: Journal of Islamic Education Al Waraqah: Jurnal Pendidikan Bahasa Arab Aktualita JURDIASRA Jurnal Pelita PAUD Women, Education, and Social Welfare RANGGUK: Jurnal Pengabdian Kepada Masyarakat
Ade Putra Hayat
Institut Agama Islam Negeri Kerinci
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Crisis of Moral Degradation among Adolescents: Technology Based Islamic Education Learning as an Educational Solution Dertha Mukhtar; Supratman Supratman; Ade Putra Hayat; Rifka Haida Rahma; Ramadhoni Aulia Gusli
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1851

Abstract

The phenomenon of moral degradation among adolescents in the digital era has become increasingly alarming due to the influence of social media, weak self-control, and limited digital religious literacy. This study aims to analyze the urgency of technology-based Islamic Education (PAI) learning innovation as an educational solution to address the moral decline among adolescents. The study employed a qualitative approach using a library research method. Data were obtained from SINTA-accredited national journal articles and reputable international journals published between 2019 and 2025. Data were collected through document analysis and digital literature searches using Google Scholar, the Directory of Open Access Journals (DOAJ), and national and international journal databases. The data were analyzed using content analysis, including data reduction, categorization, interpretation, and conclusion drawing. The findings indicate that technology-based Islamic Education learning innovations, such as digital learning, gamification, microlearning, interactive videos, and social media-based learning platforms, enhance student engagement, strengthen religious character, and improve learners' moral literacy. Furthermore, the integration of technology into Islamic Education serves as an effective medium for internalizing moral values in ways that are more contextual and responsive to the characteristics of the digital generation. Therefore, technology-based Islamic Education learning represents a strategic solution for addressing the growing crisis of moral degradation among adolescents in the Society 5.0 era.
Challenging Western Dominance: Islamic Intellectual Paradigms of Education in al-Ghazali, Ibn Qayyim, and al-Zarnuji Charles Charles; Ade Putra Hayat; Febria Sri Artika; Herdianto Herdianto
Jurnal Ushuluddin Vol. 33 No. 2 (2025): December
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jush.v33i2.38275

Abstract

Modern educational systems frequently emphasize cognitive outcomes, often at the expense of moral and spiritual development, resulting in graduates who may be academically adept yet ethically or spiritually unfulfilled. This study aims to reconstruct a holistic educational paradigm inspired by the pedagogical philosophies of three Islamic intellectuals—Al-Ghazali, Ibn Qayyim Al-Jauziyah, and Az-Zarnuji—by examining their conceptualizations of purposive learning, moral cultivation, and the role of the educator. Using a qualitative literature review method, the research analyzes primary classical texts and compares their holistic framework with Western holistic educational traditions such as Waldorf and the Humboldtian model. The findings reveal a tripartite pedagogical structure: spiritual purification (tazkiyat al-nafs), ethical integrity as a safeguard against intellectual hubris, and etiquette-infused teacher–student dynamics. These elements, when synthesized with Western models that prioritize creativity, individuality, and interdisciplinary growth, offer a robust paradigm for integrated human development. Ultimately, this framework proposes an education reoriented toward cognitive, ethical, and spiritual wholeness
PELATIHAN PENERAPAN MODEL RHOMI (REALISTIC AND HOLISTIC MATHEMATICS INTEGRATION) BAGI GURU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA DI SMPN 8 KOTA SUNGAI PENUH Rhomiy Handican; Ahmad Yani; Riki Saputra; Ade Putra Hayat; Agung Tri Prasetia; Syukron Saputra
RANGGUK: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 2 (2025): RANGGUK: Jurnal Pengabdian Kepada Masyarakat
Publisher : Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/rgk.v5i2.6458

Abstract

This community service program aimed to enhance teachers’ competencies in implementing mathematics instruction oriented toward the development of students’ critical thinking skills through training on the RHOMI (Realistic and Holistic Mathematics Integration) model. The program was conducted at SMPN 8 Kota Sungai Penuh using a Participatory Action Research (PAR) approach, positioning teachers as active participants throughout all stages of the program, including planning, action, observation, and reflection. The PAR approach was selected to ensure that the training was participatory, contextual, and sustainable, in line with teachers’ actual classroom needs. The results indicated an improvement in teachers’ understanding of realistic and holistic mathematics learning, as well as a shift in instructional practices from procedural teaching toward more dialogical, reflective, and critical-thinking-oriented learning. Teachers were able to design RHOMI-based instructional materials that integrated real-life contexts with mathematical concepts in a coherent manner. Furthermore, the program fostered collaboration and reflective practices among teachers. Therefore, the PAR-based RHOMI training proved to be an effective community service strategy for improving the quality of mathematics instruction and enhancing students’ critical thinking skills
Co-Authors Abdul Rozak ABDUL ROZAK Ade Putra Hayat Agung Tri Prasetia Agung Tri Prasetia Ahmad Yani Ahmad Yani Ahmad, Jafar Al-Amin Al-Amin Al-Amin Arif Rahmat Triasa Budi Harto Charles Charles Charles Charles Charles Dertha Mukhtar Dertha Mukhtar Fachry Abda El Rahman Farida Asy'ari Farida Asy'ari Febria Sri Artika Hairul Fauzi Hengki Firmanda Herdianto Herdianto Herdiawanto, Heri Iswantir M M. Beni Saputra M. Nurzen S Mahmud Hibatul Wafi Marsuni Marsuni Marsuni Mudjiran Mudjiran Muhammad Munawir Pohan Muttaqin Muttaqin Muttaqin Natasya, Audy Nurzen Nurzen, Nurzen Ramadhoni Aulia Gusli Rhomiy Handican Rhomiy Handican Ridha Ahida Ridha Ahida Rifka Haida Rahma Rifka Haida Rahma Rifka Haida Rahma Riki Saputra Saputra, Syukron Siti Fatimatus Zahro Supratman Supratman Supratman Syukron Saputra Syukron Saputra Wedra Aprison Yan Guspriadi Yogi Ahmad Yani Yudi Gucandra Yudi Gucandra Zulfani Sesmiarni