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All Journal Arfannur: Journal of Islamic Education YASIN: Jurnal Pendidikan dan Sosial Budaya ALSYS : Jurnal Keislaman dan Ilmu Pendidikan ANWARUL: Jurnal Pendidikan dan Dakwah MASALIQ: Jurnal Pendidikan dan Sains
Wayan Gastiadirrijal
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Religion Education Social Sciences Other

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The Concept of Tadabbur and Its Relevance to Education: A Study of Tafsir Tarbawi on Surah Shad [38]: 29 Ariq Muammar; Cucu Surahman; Elan Sumarna; Wayan Gastiadirrijal; Aulia Tegar Wicaksono
Arfannur: Journal of Islamic Education Vol. 7 No. 1 (2026)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v7i1.5498

Abstract

This research is motivated by a major problem in modern education: the gap between the mastery of intellectual knowledge and the appreciation of spiritual and moral values. The current education system tends to emphasize solely the cognitive aspect, while the affective and spiritual dimensions of students are often neglected. This condition causes the learning process to lose meaning and is unable to fully shape the character of a person who is faithful and moral. To address this problem, this study examines the concept of tadabur (reflection) in Surah Shad verse 29 and its relevance to optimizing Islamic education. This study is motivated by the need to provide education that emphasizes not only cognitive aspects but also spiritual and moral aspects. The purpose of this study is to explore the educational values contained in the verse through the tarbawi interpretation approach, in order to determine its contribution to improving the quality of learning and character formation of students. This study uses a descriptive qualitative approach with library research and content analysis methods. Primary data sources come from classical and contemporary tafsir books such as Tafsir Ibn Kathir, Tafsir Al-Misbah, and Tafsir Jalalain, while secondary data were obtained from the book Konsep Tadabur Al-Qur'an by Abas Asyafah and journal articles relevant to the research theme. The results of the study indicate that the concept of tadabur plays an important role in shaping students' reflective and spiritual awareness, as well as providing a conceptual basis for developing a more meaningful, holistic, and contextual Islamic education
The Role of Teachers in Supporting Students' Psychological Health in the Era of Digital Transformation Wayan Gastiadirrijal; Moch Alief ‘Izzulhaq; Nurti Budiyanti
MASALIQ Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i1.8580

Abstract

The proliferation of digital platforms and social media amid rapid technological transformation is profoundly reshaping students’ psychological dynamics, including emotional regulation, learning motivation, self-concept, and social interactions, thereby generating both opportunities and risks for schooling. This qualitative study synthesizes findings from a systematic literature review and case studies from Indonesian secondary schools to examine teachers’ roles in mitigating digital-era psychological risks while simultaneously leveraging digital affordances. The analysis integrates empirical evidence on social media’s dual impact, showing that positive effects include enhanced access to knowledge and the stimulation of fine-motor creativity, whereas risks encompass heightened anxiety, fear of missing out (FOMO), addictive usage patterns, and reduced gross motor activity. Across the reviewed studies and cases, teachers emerge as pivotal facilitators who apply educational psychology principles, such as cooperative learning, emotion regulation training, and constructive feedback to strengthen students’ resilience, with collaborative interventions involving counselor–parent partnerships contributing to the reduction of emotional distress. Strengthening digital literacy, regulating screen time, and designing balanced learning environments are identified as essential conditions for sustaining students’ psychological well-being. The study concludes that targeted teacher training in digital emotional intelligence and culturally adaptive pedagogical strategies, particularly within Islamic education contexts, is crucial for supporting holistic student development in increasingly hyper-connected educational ecosystems.
The Dimensions of Monotheism, Morality, and Sociality as the Goals of Education in Surah Luqman Verses 12–19 Wayan Gastiadirrijal; Cucu Surahman; Elan Sumarna
YASIN Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i1.8738

Abstract

Western educational paradigms, which dominate schooling in many Muslim-majority contexts including Indonesia, tend to prioritize cognitive and material outcomes at the expense of spiritual, moral, and social development, contributing to ethical erosion among youth. This study addresses this gap by deriving Islamic educational objectives from Surah Luqman (verses 12–19) as a holistic framework for cultivating insān kāmil (perfect humans), with particular emphasis on tawḥīd (monotheism), morality, and social responsibility. Employing a qualitative library research method, primary data from the Qur’an and classical and contemporary tafsīr were analyzed using thematic content analysis, while secondary sources consisted of post-2000 literature on Islamic pedagogy. Through coding, categorization, interpretation, and cross-validation, the analysis identifies three interconnected dimensions: tawḥīd as an epistemological core fostering devotion and resilience; morality expressed through filial piety (birr al-wālidayn), gratitude, patience, and humility; and social responsibility operationalized through prayer, amr bi-l-maʿrūf wa-nahy ʿan al-munkar (enjoining good and forbidding evil), and courteous conduct. Reflective analysis underscores the contemporary relevance of these Luqmanic principles for Indonesian pesantren and madrasahs, countering secular individualism by informing integrated cognitive–affective–behavioral curricula. The study concludes that embedding educational aims derived from Surah Luqman within Indonesia’s Merdeka Belajar policy framework can enhance students’ moral resilience and offers a value-based alternative to predominantly secular models. The findings contribute to the applied exegesis of the Qur’an in pedagogy and have implications for future empirical interventions and the development of digital tools for value-based Islamic education.
Application of Social Research Learning Model in Overcoming Intolerance and Hate Speech on Social Media Among Students Wayan Gastiadirrijal; Syahidin Syahidin
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8761

Abstract

Advances in social media have revolutionized communication but simultaneously fueled intolerance and hate speech among students, eroding empathy, tolerance, and digital ethics in diverse societies such as Indonesia. This library-based descriptive qualitative study examines the Social Inquiry Learning model developed by Massialas and Cox within Islamic Education (Pendidikan Agama Islam/PAI) as a pedagogical response to these challenges. Primary data from credible books, journals, and empirical studies were systematically reviewed and analyzed through data reduction, thematic presentation, and conceptual synthesis, with validity ensured via triangulation of sources. The findings reveal that the model’s structured stages—problem identification, hypothesis formulation, data collection, moral analysis, and action—cultivate critical thinking, moral intelligence, and tolerance by integrating scientific inquiry with Islamic values such as rahmatan lil alamin and tasamuh. When applied through case studies and project-based learning in “reflection classrooms,” the model enhances students’ analytical skills, religious moderation, and ethical digital citizenship and performs more effectively than conventional instructional methods. At the same time, its implementation faces constraints related to limited instructional time and gaps in teacher competence, which can be addressed through targeted professional development and digital literacy initiatives. Overall, the Social Inquiry Learning model offers a transformative PAI pedagogy that bridges theory and practice to foster resilient, tolerant generations amid ongoing digital disruptions, with broader implications for multicultural education and educational policy development.
Syllogism as a Framework for Thinking in PAI Learning: Analysis of Implementation on the Materials of Aqidah, Akhlaq, and Fiqh Wayan Gastiadirrijal; Syifa Samrotul Fauziyah; Muhamad Parhan
ANWARUL Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i6.8605

Abstract

This study examines the integration of syllogism—a deductive reasoning framework originating from Aristotle—into Islamic Education (Pendidikan Agama Islam/PAI), specifically within Aqidah (creed), Akhlaq (morality), and Fiqh (jurisprudence) to foster rational and reflective learning. The objective is to demonstrate how syllogistic reasoning enables students to move from dogmatic acceptance toward a logically grounded understanding of Islamic faith, ethics, and law. Employing a qualitative literature review methodology, the research synthesizes classical Islamic texts (including works on qiyas) and contemporary pedagogical scholarship, which are analyzed descriptively to map conceptual linkages between syllogism and PAI learning domains. The findings indicate that in Aqidah, syllogism strengthens faith in tauhid (monotheism) by structuring rational argumentation through premise-based inference; in Akhlaq, it connects faith to moral conduct by formulating ethical syllogisms that clarify the logical basis of virtuous behavior; and in Fiqh, it parallels qiyas by deriving specific legal rulings from general principles and universal evidences. Collectively, these applications show that syllogism can balance cognitive rigor with spiritual depth, rendering PAI more critical, dialogical, and contextually relevant. The study concludes that syllogism offers an integrative pedagogical model for contemporary Islamic education that supports the holistic development of individuals who are faithful, knowledgeable, and morally upright.
Co-Authors Ariq Muammar Aulia Tegar Wicaksono Cucu Surahman Elan Sumarna Hayatunnisa Hayatunnisa Jenika Fejrin Milki Salwa Nor Azizah Moch Alief ‘Izzulhaq Muhamad ilham Muhamad Parhan Nurti Budiyanti Syahidin Syahidin Syifa Samrotul Fauziyah