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All Journal Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya PEDAGOGIK : JURNAL PENDIDIKAN EduReligia : Jurnal Pendidikan Agama Islam FONDATIA Jurnal Suara Keadilan MANAZHIM FIKROH: JURNAL PEMIKIRAN DAN PENDIDIKAN ISLAM ZAHRA: Research and Tought Elementary School of Islam Journal GUYUB: Journal of Community Engagement Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Journal of Educational Management Research Social Science Academic ZAHRA: Research and Tought Elementary School of Islam Journal Fikroh: Jurnal Pemikiran dan Pendidikan Islam Afkarina : Jurnal Pendidikan Agama Islam Intelektual: Jurnal Pendidikan dan Studi Keislaman Aafiyah: Jurnal Multidisiplin Ilmu Education and Sociedad Journal ALMUSTOFA: Journal of Islamic Studies and Research Service IEC: Journal of Educational Innovation
Munif, Muhammad
Universitas Nurul Jadid
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Social Sciences Other

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Micro-Learning Keagamaan di Media Sosial: Tantangan Kedalaman Materi dalam Pendidikan Agama Islam Digital Supriadi; Miftahur Rizik; Nur Achmadi; Muhammad Munif; Mona Novita
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

The rapid expansion of social media has transformed the landscape of informal religious learning, making short-form religious microlearning increasingly accessible to Muslim digital audiences. While existing studies have widely emphasized the communicative reach, accessibility, and engagement potential of digital religious content, limited attention has been given to its pedagogical adequacy within the framework of Islamic Religious Education. This study examines the extent to which short-form religious microlearning content on social media provides sufficient pedagogical depth to support meaningful Islamic learning. Using a qualitative evaluative content analysis design, this study analyzed 180 publicly accessible short-form Islamic religious videos on TikTok, selected through purposive sampling from content published between January and June 2026. Data were evaluated using the Pedagogical Depth Deficit Framework developed in this study, integrating microlearning theory, deep learning pedagogy, and Islamic Religious Education perspectives. The analysis focused on conceptual depth, contextual integrity, scriptural integrity, reflective potential, ethical complexity, dialogic openness, and overall pedagogical sufficiency. The findings indicate that while religious microlearning demonstrates strong accessibility and rapid message delivery, most content exhibits limited pedagogical depth, particularly in conceptual elaboration, reflective engagement, contextual explanation, and dialogic openness. These patterns suggest that short-form religious content functions more effectively as religious informational exposure than as substantive Islamic learning. This study contributes conceptually by introducing the notions of pedagogical compression and pedagogical depth deficit as analytical lenses for evaluating digital religious learning. Practically, the findings underscore the need for more pedagogically responsible design in digital Islamic education, particularly when integrating social media-based microlearning into Islamic Religious Education contexts.
ZYA CBT as a Digital Evaluation Tool for Enhancing Authentic Assessment Practices in Education Shofia Istiqomah; Muhammad Munif
Education and Sociedad Journal Vol. 2 No. 1 (2024): January - June
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v2i1.914

Abstract

This study aims to analyze the implementation of ZYA CBT-assisted learning evaluation in enhancing teachers’ authentic assessment practices in Islamic Religious Education. This research employed a qualitative approach using a multi-case study design. Data were collected through classroom observations, in-depth interviews, and documentation. The collected data were analyzed using the Miles and Huberman interactive analysis model, including data reduction, data display, and conclusion drawing. The findings reveal that the implementation of ZYA CBT-assisted learning evaluation consists of three major stages: planning, implementation, and evaluation. In the planning stage, teachers in both educational institutions prepared assessment blueprints, test items, answer keys, and scoring systems. During the implementation stage, both institutions utilized the same ZYA CBT application and examination facilities. Several procedural steps were followed by students during the examination process to ensure the effectiveness of the evaluation. In the evaluation stage, teachers and institutions reviewed technical obstacles encountered during the implementation process and analyzed assessment results generated automatically through the ZYA CBT system. The implementation of ZYA CBT-assisted learning evaluation produced positive implications for institutions, teachers, and students. The use of digital-based evaluation not only introduced technological adaptation in the learning process but also strengthened teachers’ authentic assessment practices in evaluating students’ competencies more effectively and efficiently.
INTEGRASI KURIKULUM MERDEKA DAN AI DALAM PAI: MEMBANGUN GENERASI MUSLIM CERDAS,BERKARAKTER, DAN ADAPTIF DI ERA DIGITAL M. Mahbubi; Muhammad Munif
Almustofa Journal of Islamic Studies and Research Vol 2 No 01 (2025): almustofa
Publisher : BAMALA Institute

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Abstract

Penelitian ini bertujuan untuk mengkaji integrasi Kurikulum Merdeka dan pembelajaran Kecerdasan Buatan (AI) dalam konteks Pendidikan Agama Islam (PAI) untuk membangun generasi Muslim yang cerdas, berkarakter, dan adaptif di era digital. Kurikulum Merdeka memberikan kebebasan kepada pendidik untuk merancang dan mengimplementasikan pembelajaran yang lebih fleksibel, sementara AI menawarkan potensi untuk memperkaya pengalaman belajar melalui teknologi. Penelitian ini menyoroti bagaimana penggunaan AI, seperti pembelajaran adaptif dan analisis teks agama berbasis deep learning, dapat meningkatkan pemahaman siswa terhadap ajaran Islam, termasuk Al-Qur'an dan Hadis, serta penerapannya dalam kehidupan sehari-hari. Dengan metode kualitatif dan studi kasus, penelitian ini mengeksplorasi penerapan teknologi dalam pembelajaran PAI di sekolah-sekolah yang telah mengadopsi Kurikulum Merdeka. Hasil penelitian menunjukkan bahwa integrasi AI dalam pembelajaran PAI dapat meningkatkan efektivitas pengajaran, membantu siswa memahami konteks ajaran agama secara lebih mendalam, dan membangun karakter islami, seperti toleransi, empati, dan kedisiplinan. Selain itu, penggunaan teknologi juga memungkinkan pembelajaran yang lebih personalized, sesuai dengan kebutuhan dan kecepatan belajar masing-masing siswa. Penelitian ini diharapkan dapat memberikan kontribusi dalam merumuskan strategi pendidikan yang menggabungkan nilai-nilai agama dengan kemampuan teknologis, untuk menciptakan generasi Muslim yang tidak hanya cerdas secara intelektual, tetapi juga memiliki integritas dan kemampuan beradaptasi dengan perubahan zaman.
Internalization of Islamic Values in Shaping Student Discipline in Pesantren-Based Madrasahs Muhammad Munif; Kamilatur Rohmah; Fathor Rozi
MANAZHIM Vol 8 No 1 (2026): FEBRUARY
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v8i1.6056

Abstract

The development of student discipline in Islamic boarding schools requires character education strategies that not only enforce formal rules but also involve the structured and contextual internalization of Islamic values amid social challenges and changing times. This study aims to describe the process of internalizing Islamic values in shaping student discipline at MAN 1 Probolinggo, which is located in the Nurul Jadid Islamic Boarding School environment. This study uses a qualitative approach with a field study type, with data collection techniques through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model. The results of the study show that the internalization of Islamic values in shaping student discipline is carried out through three main strategies, namely the role model of educators as moral figures, the integration of discipline values in Islamic Religious Education, and daily habits based on pesantren culture. The third strategy works synergistically and sustainably to shape students' discipline as religious awareness, not merely obedience to rules. The pesantren environment acts as a key supporting factor that reinforces the consistency of students' disciplined behavior in their daily lives. This study has implications for character development in Islamic boarding school-based madrasahs, particularly in building holistic student discipline.
Co-Authors Amaliya Dewi Rasyida Andi' Noer Mu'ti Sulaiman Baharun, Hasan Elok Fadilatur Rizqiyah Erica Prasetya Putri Faizatul Hasanah Faizin Faizin Fathor Rozi Kamilatur Rohmah M. Mahbubi Mahmuda Mahmuda Manshur, Umar Miftahur Rizik Moh Syamsul Hadi Moh. Aminullah Moh. Fachri Mona Novita Muhammad Eko Arief Wijaksono Muhammad Hasan Basri Muhammad Kholil Muhammad Sali Musthafa Syukur Nor Alim Kilmi Nur Achmadi Nur Diana Kholidah Oktio Frenki Biantoro Putri Fahmadia Dinda Maulida Thohir Ruwandi Ruwandi Shofia Istiqomah Siti Fatimah Siti Yusrohlana Suhermanto Sukamto, Ika Sumiyarsi Sulistyowati Sulistyowati Supriadi Tutik Farlina Umi Kulsum Ummi Puji Astutik Unzilah Khomairotus Shiyamah Zaenol Fajri Zuli Dwi Rahmawati