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All Journal Abjadia, International Journal of Education Alhikam Journal of Multidisciplinary Islamic Education (AJMIE)
Umeirsyah Umeirsyah
STAI Ma'had Aly Al-Hikam Malang
Education Languange, Linguistic, Communication & Media Other

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Karakteristik dan Kompetensi Etika Guru Milenial di Era Digital Zainul Arifin; Umeirsyah Umeirsyah
AJMIE: Alhikam Journal of Multidisciplinary Islamic Education Vol. 4 No. 1 (2023): Januari-Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/ajmie.v4i1.1915

Abstract

Dunia nyata dan maya menjadi saksi benih-benih pelanggaran kode etik keguruan, seperti bullying dan pelecehan yang dilakukan oleh guru kepada siswanya. Problem ini juga mendera guru milenial yang merujuk pada guru yang lahir antara tahun 1981-1996. Artikel ini disusun menggunakan pendekatan kualitatif dan jenis studi literatur, dengan tujuan mengeksplorasi bahasan tentang etika guru milenial di era digital. Bahasan pertama menyangkut hakikat etika keguruan secara umum yang meliputi integritas, toleran, profesional dan tanggung jawab. Bahasan kedua terkait karakteristik guru milenial yang meliputi kemampuan adaptasi, berpikir kritis, peduli pada kesejahteraan siswa dan kemitraan dengan orang tua murid. Bahasan ketiga tentang kompetensi etika guru milenial di era digital, yaitu menjaga kode etik profesi guru, sensitif dan empatik terhadap keberagaman siswa, mengembangkan kemampuan literasi digital serta menjaga privasi dan keamanan data.
Islamic Education as Cultural Resilience: Malay Identity amid Religious Pluralism in Southern Thailand Umeirsyah Umeirsyah; Rosidin Rosidin; Siti Mutholingah; Mahammadaree Waeno
Abjadia : International Journal of Education Vol 11, No 2 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i2.36584

Abstract

This study examines the crucial role of Islamic education for the Malay community in Pattani, Southern Thailand, in safeguarding cultural identity amid the challenges of religious pluralism and national assimilation policies in daily practices. The study employs a qualitative approach with an interpretive case study design, collecting data through participatory observation, in-depth interviews and document analysis. The findings reveal that the dynamics of Islamic education are characterized by the implementation of a dual curriculum that combines the national curriculum with religious content, generating identity tensions among Muslim students. Cultural preservation is effectively carried out through traditional educational institutions such as pondok pesantren (Islamic boarding school) and “Malay schools,” which instill Malay values and use the local language as the medium of instruction. In addition, the values of multiculturalism and tolerance are deeply embedded in the learning process, for example, even though Santiwitya is an Islamic school, the curriculum still adapts the national compulsory curriculum in the form of general subjects which include examples of teachings from Buddhism. The novelty of this research lies in its holistic approach because this approach viewing Islamic education not only as a fortress of cultural preservation but also as an active agent in cultivating tolerance and serving as a bridge for dialogue. Theoretically, the study demonstrates that strong religiosity can coexist with inclusive attitudes, while practically it offers a model of community-based education as an effective strategy for cultural reconciliation and the preservation of minority identities.
Co-Authors Mahammadaree Waeno Rosidin Rosidin siti Mutholingah