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All Journal Atthulab: Islamic Religion Teaching and Learning Journal Assyfa Learning Journal Assyfa Journal of Islamic Studies
Hussain, Nazar
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Digital Literacy: Empowering Individuals in the Digital Age Hussain, Nazar; Phulpoto, Shumaila
Assyfa Learning Journal Vol. 2 No. 2 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i2.231

Abstract

This research aims to explore and measure the impact of digital literacy in empowering individuals in the digital era, focusing on various demographics, including students, working professionals, and the general public. Digital literacy is accessing, evaluating, producing, and communicating information using digital technology. Using a mixed approach, this research integrates qualitative and quantitative methods to provide a comprehensive analysis. An online survey with 500 respondents, in-depth interviews with 30 workers from various sectors, and analysis of relevant literature were carried out to collect data. The main objectives of this research are to measure the level of digital literacy in certain populations, evaluate the effectiveness of digital literacy training programs, and identify the main challenges faced in improving digital literacy, such as access to technology, basic skills, and the digital divide. Preliminary results show that digital literacy significantly improves work skills and social and economic participation. For example, individuals with higher levels of digital literacy tend to have better access to employment opportunities and are more active in online communities. This research proposes promotional strategies to increase digital literacy, including community-based training programs, formal and informal education initiatives, and government policies supporting technology access. Hopefully, this study will provide in-depth insight into how digital literacy can empower individuals and communities and offer practical solutions to overcome existing challenges. Thus, this research contributes to the academic understanding of digital literacy and provides applicable recommendations for educators, policymakers, and organizations focused on improving digital literacy.
How applicable are the KuMo and FiC as teaching tools for mathematics content? Fikri, Miftahul; Darmayanti, Rani; Hussain, Nazar; Riono, Sapto Hadi
Assyfa Journal of Islamic Studies Vol. 1 No. 2 (2023): Assyfa Journal of Islamic Studies (December)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v1i2.224

Abstract

The module operation still seems essential, and not all students are motivated to learn it. In this case, the teaching materials and the learning model are the benchmark for student success in learning. The Plomp development model is used to build mathematics modules. This module is inspired by teaching materials that can be more diverse and interesting. The aim of developing a mathematics module based on comparative fiqh comic material using the Kumon model is to determine the development process and effectiveness of use based on feasibility test requirements, as well as student responses to the development of a mathematics comic module for comparative learning for junior high school students at YALC Pasuruan. The research results on the development of the mathematics comic module show that the module development process consisting of a preliminary research stage, a prototyping search stage, and an evaluation stage of its application to learning comparative material is feasible and valid for use—student responses showing excellence. However, the Kumon module media based on fiqh comics has yet to maximize students’ understanding of concepts as measured by their mathematical abilities.
Islam and International Standards of Human Rights: An Analysis of Domestic Implementation of International Human Rights in Islamic Culture Hussain, Nazar; Xi, Wu; Saifullah, Saifullah; Shumaila, Shumaila
Assyfa Journal of Islamic Studies Vol. 1 No. 1 (2023): Assyfa Journal of Islamic Studies (June)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v1i1.150

Abstract

The understanding of human rights concepts and laws has developed dramatically. Human rights concepts have shaped the moral, ethical, legal, political, and religious realities of many civilized nations. Modern nations give utmost significance to humans, and all laws of the states revolve around humans. Murder, terrorism, honor killing, and the denial of human rights are frequently blamed on Islam. This review paper focused on the practical conditions of human rights in Pakistan as an Islamic country, based on human rights reports and observations, and its relevance to the contemporary discourse on human rights within international standards of human rights. Islam advocates the peaceful co-existence of peoples, religions, and societies and guarantees individual and collective rights. Rather, human rights are a central feature of Islam. Islam as a religion recognizes two types of rights: rights that humans are obliged, by virtue of being the creations of God, to fulfill and obey, and rights that they are entitled to expect from their fellow human beings. Domestic implementation failure of human rights refers to moral collapse and state failure
Textbook assessment and religious education efforts: how to achieve religious moderation in schools? Sihombing, Adrianus Adison; Fatra, Maifalinda; Suhaib, Abdul Quddus; Hussain, Nazar
Atthulab: Islamic Religion Teaching and Learning Journal Vol. 8 No. 2 (2023): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ath.v8i2.30170

Abstract

This article delineates the process of evaluating the substance of religious education literature affiliated with Islam, Catholicism, Protestantism, Hinduism, and Buddhism. Moderation is regarded as a fundamental component of a pluralistic and multicultural society. Beyond that, its primary objective is to prevent division within the nation and address the issue of intolerance in textbooks. By employing a qualitative-descriptive-exploratory conceptual framework and conducting focus group discussions (FGDs) with multiple experts, this writing method is informed by meticulous observation and reading of religious education texts spanning grades kindergarten to high school. This research demonstrates that religious textbooks continue to include material that has the potential to incite violence, prejudice, and hostility. Furthermore, this analysis establishes textbook evaluation as a "bridge" to achieving religious moderation in madrasas and institutions. The independent assessment team and the book evaluation committee were both interviewed. This study emphasises the significance of providing authors and publishers with writing guidelines, training, and mentoring to ensure that the quality of textbooks produced aligns with the content embraced by the nation's norms, values, and culture. Artikel ini menguraikan proses penilaian substansi literatur pendidikan agama yang berafiliasi dengan Islam, Katolik, Protestan, Hindu, dan Budha. Moderasi dianggap sebagai komponen mendasar dari masyarakat pluralistik dan multikultural. Selain itu, tujuan utamanya adalah untuk mencegah perpecahan dalam bangsa dan mengatasi masalah intoleransi dalam buku pelajaran. Dengan menggunakan kerangka konseptual kualitatif-deskriptif-eksploratif dan melakukan diskusi kelompok terfokus (FGD) dengan berbagai ahli, metode penulisan ini didasarkan pada observasi dan pembacaan yang cermat terhadap teks-teks pendidikan agama mulai dari tingkat taman kanak-kanak hingga sekolah menengah atas. Penelitian ini menunjukkan bahwa buku teks agama masih memuat materi yang berpotensi memicu kekerasan, prasangka, dan permusuhan. Lebih lanjut, analisis ini menjadikan evaluasi buku teks sebagai “jembatan” pencapaian moderasi beragama di madrasah dan lembaga. Tim penilai independen dan panitia evaluasi buku sama-sama diwawancarai. Studi ini menekankan pentingnya memberikan pedoman penulisan, pelatihan, dan pendampingan kepada penulis dan penerbit untuk memastikan bahwa kualitas buku teks yang dihasilkan sejalan dengan konten yang dianut oleh norma, nilai, dan budaya bangsa.
Co-Authors Fatra, Maifalinda Fikri, Miftahul Phulpoto, Shumaila Rani Darmayanti Saifullah Saifullah Sapto Hadi Riono Shumaila, Shumaila Sihombing, Adrianus Adison Suhaib, Abdul Quddus Xi, Wu