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All Journal Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Millatuna: Jurnal Studi Islam
Bina Prima Panggayuh
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Religion Humanities Education Law, Crime, Criminology & Criminal Justice Other

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Pengaruh Literasi Digital Keagamaan Terhadap Sikap Moderasi Beragama Siswa di Sekolah Bina Prima Panggayuh; Rihlah Nur Aulia; Abdul Fadhil; Syifaullana, Riva; Nur Rahmawati, Nayla
Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Vol 16 No 3 (2026)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/j9mk5961

Abstract

Digital transformation has changed how students access religious information, offering wider religious knowledge but also exposing them to unverified content, hate speech, and exclusive religious narratives that may erode religious moderation. This study aims to examine the effect of religious digital literacy on students' religious moderation attitude at SMA Negeri 37 Jakarta. A quantitative explanatory survey design with a cross-sectional approach was employed. Data were collected through a 32-item, five-point Likert questionnaire distributed to students of grades X, XI, and XII selected through proportionate random sampling. After data cleaning, 215 valid responses were analyzed. Item validity was tested using corrected item-total correlation, and reliability was tested using Cronbach's Alpha. All 32 items were declared valid (r = 0.366-0.797), and the instrument showed very high reliability (α = 0.96). Simple linear regression showed a significant positive effect of religious digital literacy (X) on students' tolerance and national commitment as an indicator of religious moderation (Y), with the equation Y = 22.321 + 1.135X, a correlation coefficient of R = 0.739, and a coefficient of determination of R² = 0.547 (t = 16.029; F = 256.936; p < 0.001). This means religious digital literacy explains 54.7% of the variance in students' tolerance and national commitment. The findings suggest that strengthening students' ability to access, evaluate, verify, and ethically use religious information in digital spaces is an effective strategy for reinforcing religious moderation in schools, and provide an empirical basis for developing school policies and Islamic Religious Education programs that integrate digital literacy with religious moderation values.
Epistemologi Pendidikan Islam dan Dikotomi Ilmu: Antara Sumber Ilmu dan Sejarah Kelembagaan Muhammad Davi; Bina Prima Panggayuh; Kencana Putri; Diah Rahayu; Alfath Oktaraya Adoe
Millatuna: Jurnal Studi Islam Vol. 3 No. 04 (2026): Studi Islam
Publisher : Fakultas Agama Islam, Universitas Hasyim Asy'ari Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/mjsi.v3i04.12770

Abstract

Dikotomi ilmu agama dan ilmu umum masih menjadi persoalan dalam pendidikan Islam, terutama ketika perbedaan bidang keilmuan berkembang menjadi pemisahan dalam sistem pembelajaran dan kelembagaan pendidikan. Penelitian ini bertujuan menganalisis apakah dikotomi tersebut berakar pada epistemologi Islam atau lebih dipengaruhi oleh perkembangan sejarah kelembagaan pendidikan. Penelitian menggunakan pendekatan kualitatif dengan metode studi pustaka (library research) melalui analisis konseptual dan historis terhadap literatur mengenai klasifikasi ilmu, pemikiran tokoh Islam, serta perkembangan lembaga pendidikan. Hasil kajian menunjukkan bahwa pembedaan ‘ulum naqliyyah dan ‘ulum ‘aqliyyah dalam tradisi keilmuan Islam berkaitan dengan perbedaan sumber dan metode memperoleh pengetahuan, bukan dasar bagi pemisahan ilmu secara mutlak. Dikotomi yang berkembang dalam pendidikan modern lebih erat berkaitan dengan faktor historis dan kelembagaan, meliputi kolonialisme, perubahan sistem pendidikan, kebijakan pendidikan, serta pengaruh paradigma sekuler. Namun, cara memahami hubungan antara wahyu, akal, dan pengalaman juga dapat memperkuat pemisahan antardisiplin. Sebagai kontribusi konseptual, penelitian ini mengajukan Proposisi Integrasi Epistemik–Institusional Berlapis (IEIB) yang memadukan orientasi tauhid, keterhubungan sumber dan metode pengetahuan, pembelajaran lintas disiplin berbasis masalah, serta pembaruan tata kelola pendidikan. Penelitian ini menyimpulkan bahwa upaya mengatasi dikotomi memerlukan pembaruan paradigma keilmuan, proses pembelajaran, dan struktur kelembagaan secara terpadu. Proposisi IEIB masih memerlukan pengujian empiris untuk menilai penerapannya dalam praktik pendidikan.
Co-Authors Abdul Fadhil Alfath Oktaraya Adoe Kencana Putri Muhammad Davi Nur Rahmawati, Nayla Rahayu, Diah Rihlah Nur Aulia Syifaullana, Riva