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All Journal PIONIR: Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Ranah: Jurnal Kajian Bahasa Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Jurnal Basicedu Jurnal Ilmiah Pendidikan Citra Bakti Ideguru: Jurnal Karya Ilmiah Guru ACTION : Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah EDUKIDS : Jurnal Inovasi Pendidikan Anak Usia Dini Jurnal Basicedu Journal Middle East and Islamic Studies Journal of Contemporary Islamic Primary Education Journal of Contemporary Gender and Child Studies MENTARI : Journal Of Islamic Primary School Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Ilmiah Pendidikan Citra Bakti
Suleman, Muh. Asharif
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Islamic Education and Generation Z Moral Development: Digital-Based Character Building in Indonesian Urban Schools Hasanah, Ushie Uswatun; Suleman, Muh. Asharif; Sayed, Sayed; Idayanti, Zulfi; Hilmi, Ahmad; Rachmat, Muh Zacky Fadhil
Journal of Contemporary Islamic Primary Education Vol 4 No 2 (2025): December: Quality of Basic Education in the Indonesian context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i2.476

Abstract

Despite extensive research on moral education, limited studies examine how Islamic education responds to Generation Z’s moral crisis amid Indonesia’s rapid digital transformation. This study explores the role of Islamic education in fostering moral resilience among urban Generation Z facing digital globalization challenges. Using a qualitative descriptive case study, data were collected through in-depth interviews with 15 Islamic Religious Education teachers, 5 school principals, and 30 students from five urban Islamic schools implementing digital-integrated learning. Data were supported by 120 hours of participatory observation and document analysis over six months. Findings identify five major manifestations of moral crisis: declining social empathy, with 62% of students prioritizing virtual over real interactions; exposure to harmful digital content affecting 87% of students; digital hedonism influencing 77%; rising individualism, with 68% preferring individual tasks; and weakened spiritual awareness reflected in a 60% decline in voluntary religious participation. Islamic education shows strategic potential through digital media integration, project-based learning that achieved 85% student engagement, and teacher digital role modeling. However, challenges persist, including limited educator digital literacy (68% lacking adequate training), non-contextual pedagogy in 60% of observed classes, and weak family–school collaboration. This study proposes a transformative framework integrating Islamic values with digital pedagogy for Indonesian Generation Z, contributing to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) through culturally responsive moral education.
Bridging Cognitive and Social-Emotional Development Frameworks: Toward Responsive Learning Design in Indonesian Primary Schools Fadhil, Muhammad; Suleman, Muh. Asharif; Bariyah, Chairul; Parisu, Chairan Zibar L. Parisu; Yulita, Nourma
Journal of Contemporary Gender and Child Studies Vol 4 No 3 (2025): December: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v4i3.467

Abstract

Diverse prior research reveals gaps in integrating cognitive and social-emotional development theories into primary school learning design, particularly within Indonesia's digital-era context. This study aims to develop a conceptual framework bridging both developmental aspects to design responsive learning in Indonesian primary schools. Employing an Integrative Literature Review, this study examined 65 national and international journal articles, academic books, and research reports published 2015-2025 through systematic search strategies, defined inclusion-exclusion criteria, and thematic analysis. Findings identify that child aged 7-11 years in the concrete operational stage require learning emphasizing hands-on experiences, concrete representations, and contextual activities. Integration of social-emotional aspects, self-awareness, emotion management, social relationships, and empathy, demonstrates significant correlation with learning motivation, classroom participation, and academic achievement. This study offers a comprehensive framework integrating Piaget's cognitive development theory with Social and Emotional Learning (SEL), generating five implementable strategies: differentiated instruction, experiential learning, systematic SEL integration, balanced technology utilization, and teachers' role as holistic facilitators. The conceptual contribution provides theoretical-practical foundations for developing responsive learning designs that comprehensively accommodate children's developmental needs in Indonesian primary schools.
Gendered Social Stratification and Community Well-Being in Indonesia: A Systematic Literature Review Fadhil, Muhammad; Suleman, Muh. Asharif; Selvia, Novi; Idayanti, Zulfi; Sebastian, Sheena Jane Sta. Maria
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.541

Abstract

Prior systematic reviews on community well-being have predominantly focused on single-discipline approaches without integrating gendered social stratification, social interaction, and social change as a unified analytical framework, particularly in developing-country contexts such as Indonesia. Existing literature also largely examines well-being programs at the implementation level, leaving the gendered structural underpinnings of effective policy design insufficiently theorized. This study addresses these gaps through a Systematic Literature Review (SLR) of 47 peer-reviewed articles published between 2012 and 2024, sourced from Google Scholar, Scopus, and GARUDA, of which 28 met the inclusion criteria and underwent thematic analysis. The novelty lies in positioning gendered social stratification alongside social interaction and social change as three interlocking conceptual pillars, rather than isolated variables, capable of explaining how gender-based inequality reproduces poverty and social exclusion within Indonesian communities. Findings demonstrate that integrating gender-sensitive social science concepts into policy design yields more inclusive, equitable, and sustainable well-being outcomes than single-concept or gender-blind approaches. This review concludes that embedding gendered social science frameworks into policymaking is an epistemological prerequisite for achieving comprehensive community well-being in Indonesia amid globalization and technological transformation, and calls for evidence-based, cross-disciplinary collaboration between social scientists, gender advocates, policymakers, and community stakeholders.
Co-Authors Aninditya Sri Nugraheni Bariyah, Chairul Basri Basri Basri Basri, Basri - Budiarti, Eriska Witantri Febriansyah, Riza Hakim, Muh. Luqmanul Hasanah, Ushie Uswatun Hilmi, Ahmad Hulkin, M. Hulkin, Muhammad Idayanti, Zulfi Karimah, Via Haiyun Marliansyah, Anan Muhammad Fadhil Muhammad Najib Muhlis, M. Nisa, Ani Khoirotun Nurhadiningtyas, Trianita Nursholicha, Kurnia Utami Parisu, Chairan Zibar L. Parisu Prasetyo, Alfian Eko Widodo Adi Rachmat, Muh Zacky Fadhil Sayed, Sayed Sebastian, Sheena Jane Sta. Maria Selvia, Novi Suhardi, Muhamad Yulita, Nourma