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All Journal Teosofi: Jurnal Tasawuf dan Pemikiran Islam KIDDO: Jurnal pendidikan Islam Anak Usia Dini AL-FALAH : Journal of Islamic Economics Tebuireng: Journal of Islamic Studies and Society Tadris: Jurnal Pendidikan Islam Amorti: Jurnal Studi Islam Interdisipliner MIYAH: Jurnal Studi Islam Al-Fahmu: Jurnal Ilmu Al-Qur'an dan Tafsir Kognisi: Jurnal Ilmu Keguruan Jurnal Mediakita : Jurnal Komunikasi dan Penyiaran Islam El-Syaker : Samarinda International Journal of Language Studies Profetika: Jurnal Studi Islam
Mowafg Masuwd
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Exploring The Roots Of The Failure Of Islamic Religious Education In Achieving Its Final Goals Uswatun Chasanah; Ida Zahara Adibah; Sirojul Baehaqi; Mowafg Masuwd; Mohieddin Masoud
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.528

Abstract

This study aims to examine in depth the roots of the failure of Islamic Religious Education (PAI) in achieving its ultimate goal, namely to form students who are faithful, pious, and have noble character in everyday life. Through a qualitative approach with content analysis methods and comprehensive literature studies, this study identifies fundamental factors that cause the gap between the ideals and the reality of PAI implementation in Indonesia. The results of the study indicate that there are several main factors for PAI failure, including: problems with the curriculum that is not contextual, learning methods that tend to be indoctrinative, lack of teacher competence, limited infrastructure, disparities in education policies, the influence of globalization and digitalization, and minimal collaboration between three educational centers. The implication of this study is the need for a comprehensive reformulation and revitalization of the PAI system that involves all stakeholders, by considering philosophical, sociological, psychological, and technical pedagogical aspects to realize the ultimate goal of PAI in forming perfect human beings who reflect Islamic values ​​in life.
Holistic Islamic Moderation Education: The Contribution of Balanced Thinking in Combating Religious Radicalism Primarni, Amie; Makmudi; Mowafg Masuwd; Nabila Yusof; Asep Nuhdi
TADRIS: Jurnal Pendidikan Islam Vol 20 No 2 (2025)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i2.18763

Abstract

This study examines the effectiveness of a holistic approach in implementing religious moderation education to cultivate balanced thinking and tolerant attitudes among students within the domain of Islamic education. Grounded in Islamic values that emphasize moderation, inclusivity, justice, and intellectual equilibrium, the research employs a qualitative phenomenological design to explore the lived experiences of students, teachers, principals, and parents in schools that explicitly adopt a holistic-based moderation framework. Data were collected through semi-structured interviews, classroom observations, and systematic document analysis, and were analyzed thematically to identify recurring meanings, patterns, and contextual interpretations. The findings indicate that integrating intellectual, emotional, social, and spiritual dimensions significantly contributes to the development of inclusive, empathetic, dialogical, and critically reflective learners. Instructional practices such as project-based learning, cross-cultural engagement, collaborative inquiry, and value-oriented dialogue effectively connect cognitive, affective, and psychomotor domains in meaningful learning experiences. Teachers play a pivotal role in modeling moderation values and facilitating participatory learning environments that strengthen emotional intelligence, mutual respect, and social cohesion within diverse classrooms and communities. The study further demonstrates that holistic moderation education positively influences students’ character formation, interpersonal competence, ethical awareness, and religious maturity, enhancing their resilience against radical, intolerant, and exclusionary ideologies in contemporary societies and educational contexts. Despite its context-bound scope and interpretive nature, this research proposes an integrated conceptual framework that bridges academic achievement and character development, offering theoretical enrichment and practical guidance for educators and policymakers seeking to design inclusive education models that promote tolerance and prevent extremism in pluralistic societies globally.
Reducing Student Apathy in Religious Activities: Islamic Education Strategies for Sustainable Character Development (SDG 4.7) Marhamah; Nasir; Mowafg Masuwd
Profetika: Jurnal Studi Islam Vol. 25 No. 03 (2024): Profetika Jurnal Studi Islam 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v25i03.15930

Abstract

Objective: This study aims to analyze the implementation of school religious activities, students’ apathy toward participation, and Islamic Religious Education (PAI) teacher strategies in strengthening sustainable character development aligned with SDGs principles, particularly SDG 4.7. Theoretical framework: This research applies the theoretical framework of character education, religious school culture, and humanistic pedagogy within Islamic education. Previous studies indicate that religious activities contribute significantly to moral development, although student participation is often influenced by motivation, family background, peer interaction, and digital lifestyles associated with contemporary SDGs educational challenges. Literature review: The literature review shows that religious activities in schools can shape students' character, but student involvement often varies and is influenced by motivational factors, family, social environment, and digital  culture. Methods: This study employed a qualitative descriptive case study approach using interviews, observations, and documentation analyzed through the Miles, Huberman, and Saldaña interactive model. Results: The findings reveal that religious activities were implemented systematically through routine habituation, structured programs, and spontaneous spiritual practices. Nevertheless, several students demonstrated apathetic attitudes caused by internal psychological conditions and external social influences. PAI teachers addressed these conditions through persuasive communication, relational guidance, exemplary behavior, and collaborative educational approaches. Implications: The study implies that strengthening contextual, humanistic, and participatory Islamic education management is essential for sustainable student character formation and achievement of SDGs-oriented educational transformation. Novelty: The novelty of this study lies in its integrative analysis connecting school religious culture, student apathy, teacher intervention strategies, and sustainable character education within the broader framework of SDGs implementation in education sectors.
Co-Authors Abdul Wahab Syakhrani Abdulghani, Naser Ali Aboujanah, Yousuf Adamu Abubakar Muhammad Afdal Afrah Masood Ahmad Fadhel Syakir Hidayat Alriteemi, Abraheem Alrumayh, Safa Alsayd, Abdulnasir Asep Nuhdi Asep Saepurokhman Ayad, Nahid Burhan Yusuf Habibi Ela Sartika Ermy Dikta Sumanik Fitrayani Galih Pratama Ichwan, Moh. Nor Ida Zahara Adibah Ingkap, Hasanuddin Makmudi Marhamah Marlinda Irwanti, Marlinda Masoud, Mohieddin Mega Iswari Mei Prabowo Moch. Nurcholis Mohammad Ahmad Bani Amer Mohieddin Masoud Nabila Aulia Nursalma Nabila Yusof Nasir Rahmadhani Fitri Rahman Fanani Raihani Salma Amatullah Sirojul Baehaqi Suhana Sarkawi Sya'roni, Mokh. Syarifaturrahmatullah, Syarifaturrahmatullah Uswatun Chasanah WAHYUDI