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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Edukasia Islamika RAUDHAH Journal of Contemporary Islam and Muslim Societies JURNAL PENDIDIKAN TAMBUSAI MUWAZAH: Jurnal Kajian Gender JPGI (Jurnal Penelitian Guru Indonesia) JURNAL RAUDHAH Metta : Jurnal Ilmu Multidisiplin Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) Jurnal Pengabdian Kepada Masyarakat (JPKM) Langit Biru Journal of General Education and Humanities Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka JGK (Jurnal Guru Kita) Jurnal Pendidikan Terapan HIKMATUNA: Journal for Integrative Islamic Studies QOSIM: Jurnal Pendidikan, Sosial & Humaniora Dawuh: Islamic Communication Journal Academicus ALMUSTOFA: Journal of Islamic Studies and Research Service QAYID: Jurnal Pendidikan Islam Jurnal Pendidikan dan Sastra Inggris Muwazah: Jurnal Kajian Gender Academia Open
Muhlisin Muhlisin
IAIN Pekalongan
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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Perlindungan Privasi Peserta Didik dalam Konten Edukasi Tiktok: Analisis Perspektif Kode Etik Guru dan Regulasi Perlindungan Data Pribadi Firyala Meitsa Mona; Nurul Awwaliyatus Saadah; Dewi Sarah; Muhlisin Muhlisin; Abul Mafaakhir
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.73619

Abstract

Penelitian ini bertujuan untuk memetakan bentuk pelanggaran privasi dalam konten edukasi TikTok oleh guru dan menganalisisnya melalui perspektif Kode Etik Guru Indonesia guna menjamin keselamatan digital peserta didik. Metode yang digunakan adalah kualitatif deskriptif dengan jenis studi kepustakaan (library research). Instrumen utama penelitian adalah peneliti sendiri yang didukung oleh teknik dokumentasi empat tahap sistematis. Teknik analisis data melibatkan analisis isi dan perbandingan terhadap berbagai literatur serta regulasi terkait. Hasil penelitian menunjukkan adanya berbagai bentuk pelanggaran privasi, mencakup eksploitasi identitas visual, pemanfaatan kerentanan emosional siswa demi interaksi (engagement), serta penyalahgunaan fasilitas sekolah untuk keuntungan pribadi. Fenomena ini mencerminkan paradoks privasi di mana inovasi digital sering kali mengabaikan perlindungan data sensitif anak. Pelanggaran ini didorong oleh kombinasi faktor, yakni keinginan monetisasi digital melalui fitur hadiah platform, tekanan algoritma TikTok yang mengutamakan konten emosional demi engagement, serta masih terbatasnya pengetahuan pendidik mengenai aspek etis dan regulasi terkait kewajiban perlindungan data anak. Simpulan penelitian menegaskan bahwa perlindungan privasi peserta didik merupakan inti tanggung jawab etik guru. Pendidik diwajibkan menerapkan prinsip kehati-hatian, seperti anonymization dan informed consent, guna menciptakan lingkungan belajar yang aman di ruang digital selaras dengan Undang-Undang Nomor 27 Tahun 2022 tentang Pelindungan Data Pribadi.
Rekonstruksi Etika Profesi Keguruan di Era Siber: Analisis Kritis terhadap Dekadensi Adab Digital Siswa Rr. Maulia Nawangsih Ningrum; Faidatul Faseha; Muhammad Abdur Rozaq; Muhlisin Muhlisin; Abul Mafaakhir
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.73728

Abstract

Penelitian ini dilatarbelakangi oleh maraknya dekadensi adab digital di kalangan siswa pada era siber. Tujuan penelitian adalah menganalisis bentuk penyimpangan moral digital, faktor penyebabnya, serta merekonstruksi etika profesi keguruan sebagai solusi konseptual. Metode penelitian yang digunakan adalah kualitatif dengan jenis studi kepustakaan (library research). Subjek penelitian ini berfokus pada teks dan dokumen ilmiah seputar etika keguruan dan moralitas digital siswa. Teknik pengumpulan data dilakukan melalui dokumentasi dengan menelusuri basis data digital menggunakan kata kunci spesifik. Teknik analisis data yang diterapkan adalah analisis isi kritis (critical content analysis). Melalui seleksi sistematis, diperoleh kualifikasi sebanyak 15 artikel final yang dinilai representatif untuk dianalisis. Hasil penelitian menunjukkan bahwa penggunaan media sosial tanpa kecakapan literasi memicu penurunan kesantunan, perundungan siber, dan pengikisan rasa hormat terhadap guru akibat paparan konten negatif serta pergeseran figur keteladanan. Kesimpulannya, penguatan karakter siswa memerlukan rekonstruksi paradigma menuju Etika Profesi Digital Guru (Digital Professional Ethics for Teachers). Rekomendasi penelitian ini mendorong guru bertransformasi menjadi fasilitator etika digital (digital ethics facilitator) yang aktif memediasi perilaku virtual siswa melalui kolaborasi sinergis bersama orang tua.
Effectiveness of Implementing Research-Based Learning Models in Islamic Religious Education on Developing Critical Thinking and Creativity Alya Riskiya; Muhlisin Muhlisin; Rahmi Anekasari
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.167

Abstract

The rapid development of information technology and digital communication in the twenty-first century requires students to possess critical thinking and creativity skills, particularly in Islamic Religious Education (PAI). This study aims to examine the effectiveness of Research-Based Learning (RBL) in fostering students’ critical thinking and creativity within PAI learning contexts. The study employed a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. Data were collected from Google Scholar through the Publish or Perish application, focusing on publications published between 2021 and 2026. Following the identification, screening, eligibility, and inclusion processes, eight relevant studies were selected for analysis. The findings indicate that RBL is effective in enhancing students’ critical thinking, creativity, analytical reasoning, problem-solving abilities, independent learning, and active participation in learning activities. The reviewed studies consistently demonstrate that RBL encourages students to formulate problems, investigate evidence, analyse information, and construct arguments related to religious and socio-religious issues. This study contributes to the growing body of literature by synthesising recent empirical evidence on the implementation of RBL in Islamic Religious Education across various educational levels. However, the review is limited to studies indexed in Google Scholar and published within the 2021–2026 period. Future studies are recommended to employ broader databases and empirical research designs to further examine the long-term impact of RBL on students’ cognitive, affective, and behavioural development in Islamic education.
Model Analisis Kebijakan Heuristik, Evaluatif, dan Kritis dalam Pengembangan Kurikulum Pendidikan Agama Islam Nirmala Hidayati; Hermiati Hermiati; Muhlisin Muhlisin; Muchamad Fauyan
Metta : Jurnal Ilmu Multidisiplin Vol. 6 No. 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/metta.v6i1.5191

Abstract

Educational policy analysis in PAI is crucial in the era of globalization to ensure the substance of policies in addressing problems and minimizing the negative impacts of their implementation, while simultaneously ensuring the benefit of stakeholders. This study aims to systematically examine the substance of Islamic education policies by combining Heuristic, Evaluative, and Critical policy analysis frameworks, thereby obtaining recommendations for improving PAI policies that are fairer, more inclusive, and contextual. This study uses a library research method that emphasizes the collection and analysis of data in the form of relevant literature and documents. The results of the analysis indicate that PAI curriculum policies require a comprehensive analytical approach to address educational challenges in the global and digital era. The heuristic model plays a role in uncovering policy issues stemming from the social realities of students and formulating adaptive and contextual policy alternatives. The evaluative model shows that the implementation of PAI policies has a positive impact on improving the quality of learning and strengthening religious values, although their effectiveness is still influenced by the readiness of resources and institutional support. Meanwhile, the critical analysis confirms that PAI policies are inseparable from power relations and the potential for ideological bias. This confirms that the combined model of policy analysis provides a holistic understanding, where Islamic Religious Education policies need to be continued with adjustments to strengthen teacher training and digital infrastructure, and must be reformed to be more include, equitable, and socially transformative by eliminating existing biases, so as to be able to produce a generation of Muslims who are religious, digitally proficient, critical, and highly socially conscious.
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.
RESISTING AND RE-APPROPRIATING ENGLISH IN PESANTREN: Islamic Identity As A Compass Muhammad Jauhari Sofi; Muhlisin Muhlisin; Dewi Puspitasari
Journal of Contemporary Islam and Muslim Societies Vol 10, No 1 (2026)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/jcims.v10i1.28906

Abstract

English learning in Indonesia is often framed as a neutral response to globalization, yet its ideological dimensions become especially visible in religious educational contexts. Drawing on a postcolonial and critical applied linguistics lens, this study examines how English learning in pesantren has been represented in existing EFL research with particular attention to student resistance and re-appropriation. Adopting a narrative review approach, the study synthesizes 28 scholarly sources comprising peer-reviewed journal articles, conference proceedings, and book chapters on EFL practices in pesantren. The findings show that resistance to English is shaped by ideological, curricular, interactional, and structural factors; it signals efforts to govern the language’s moral and cultural significance rather than a simple rejection of language learning. At the same time, English is actively re-appropriated through the localization of teaching materials, its use for Islamic purposes such as da‘wah, and hybrid multilingual strategies involving English, Arabic, and Indonesian. These processes accentuate forms of learner and teacher agency and challenge Western-centered models of English education. The study further emphasizes the need for context-sensitive pedagogies and highlights pesantren as an important site of postcolonial linguistic negotiation and epistemic agency.
Intersectional Identity and Symbolic Marginalization of Ethnic Minority Women in Islamic Education Zakiya Very Ayu Suryatina; Muhlisin Muhlisin; Muhammad Jaeni; Asnalia Rokhmah
Academia Open Vol. 11 No. 2 (2026): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.14979

Abstract

General Background: Multicultural Islamic education is expected to accommodate social diversity, justice, and recognition of students’ multiple identities. Specific Background: Female students from ethnic minority groups may encounter unequal learning experiences arising from intersections among gender, ethnicity, religion, and social position within multicultural schools. Knowledge Gap: Previous studies commonly examine gender, ethnicity, and Islamic education separately, while Indonesian multicultural education research remains concentrated on policy and curriculum rather than the subjective experiences of ethnic minority female students. Aims: This qualitative case study examined how intersecting identities shape learning experiences and how multicultural schools in Pekalongan Regency implement inclusive practices, using participatory observation, in-depth interviews, recording, and focus group discussions with 18 informants. Results: The findings revealed symbolic exclusion in learning, majority-culture dominance within the hidden curriculum, and identity stereotypes affecting student participation. Students negotiated these conditions through social adaptation and strengthened religiosity as social capital, while an ambivalence remained between normative multicultural values and pedagogical practice. Novelty: Applying an intersectionality perspective demonstrates how gender, ethnicity, religiosity, and educational settings collectively generate symbolic power relations and identity negotiation in a local Indonesian context. Implications: The findings support intersectional pedagogical transformation, inclusive curriculum development, teacher professional development, and social justice-oriented educational policy. Highlights: Learning settings contained exclusion, majority-culture dominance, and identity stereotypes. Female students negotiated identity through social adaptation and strengthened religiosity. Normative multicultural values remained ambivalent against everyday pedagogical practices. Keywords: Intersectionality, Islamic Education, Ethnic Minority, Multicultural Schools.
Co-Authors Abdul Khobir Abdul Khobir Abdul Khobir Abidul Haq Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Abul Mafaakhir Ahmad Ziyan Hanif Alya Riskiya Aprilia Kartika Muhtar Asnalia Rokhmah Athiqotul Maghfiroh Brillian Fikhra Andrian Dewi Puspitasari Dewi Sarah Diah Maharani Dinda Rahmawati Faidatul Faseha Faizul Muna Fatah Syukur Fatkhur Rokhman Fauyan, Muchamad Fella Sufah Qotrunnadya Firyala Meitsa Mona Fitra Faradila Hendri Hermawan Adinugraha Hermiati Hermiati Iftinan Iftinan Ima Rosila Inayatul Maisaroh Indrawati B Lokuwaka Kahfi Kiem Arseta Laelatul Nur Auliyah Leonardho Bimo Ardhian M Malik Almajdi M Sugeng Sholehuddin M. Sugeng Solehudin Moch. Sugeng Solehudin Moh. Muslih Mohammad Syaifuddin Muhammad Abdul Aziz Muhammad Abdur Rozaq Muhammad Akmal Pratama Muhammad Fajar Muhammad Jaeni Muhammad Jauhari Sofi Muhammad Nurul_Fahmi Muhammad Zidan Kurniawan Nabila Asha Azzahra Nabila Syakira Nadya Kamilia Naila Rizqiyana Najwa Nur Hanifah Nayla Ifadah Agusta Nia Widyawati Nirmala Hidayati Nisaa’ Ussakinah Novianto Ade Wahyudi Nur Azka Dhiayul Aulia Nur Fadhillah Amelia Nurul Atikah Nurul Awwaliyatus Saadah Nurul Hikmah Putri Nurul Adesta Putri Widhia Ningrum Qotrotun Nada Rahmi Anekasari Reva Dwi Ariendra Ria Ratna Ningtyas Rifki Riza Fanani Risalatul Muawanah Riska Alinda Riza Amelia Rodianto Rodianto Rosiana Rosiana Rr. Maulia Nawangsih Ningrum Safira Tsaniyatur Rohaimi Sefira Putri Salsabila Sholikhatun Sholikhatun Sholikhatun Silna Farodis Slamet Untung Syarif Hidayatullah Tatsbita Ramadhani Taufik Afandi Thoyibah Thoyibah Thoyibah Thoyibah Yasirly Nayla Rahma Zakiya Very Ayu Suryatina