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All Journal Nadwa : Jurnal Pendidikan Islam SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Journal of Contemporary Islamic Education
Rusli Takunas
Universitas Islam Negeri Datokarama Palu
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Construction of Generation Z's Monotheism on Social Media: A Phenomenological Study of UIN Palu Students Nursyam Nursyam; Kamridah Kamridah; Rusli Takunas; Naimah; Makmur Harun
Nadwa: Jurnal Pendidikan Islam Vol. 19 No. 2 (2025): Nadwa: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2025.19.2.30013

Abstract

Digital transformation fundamentally altered how Generation Z constructs aqidah (theology), making social media the primary religious information source and challenging traditional authorities. This study is vital because theological fragmentation risks superficiality and cognitive dissonance among future religious educators. Prior research neglected the specific phenomenological process of tauhid (monotheism) construction by Gen Z. Utilizing Husserl’s transcendental phenomenology, this qualitative study explored the "lived experience" of 18 Islamic Religious Education (PAI) students at UIN Datokarama Palu. Active social media users, selected via purposive sampling, were analyzed using Moustakas's method following in-depth interviews and digital document analysis. The key finding is "Digital Epistemological Bricolage," characterized by five themes: liquid faith, algorithmic authority, micro-content theology, emotional resonance, and dialogical construction. The study concludes that religious authority has shifted from scholarly capacity to digital metrics. This urgently requires transformative pedagogy in Islamic higher education that integrates critical digital religious literacy to preserve theological depth.
INTEGRATION OF LOCAL WISDOM VALU INTEGRATION OF LOCAL WISDOM VALUES IN LEARNING HISTORY THROUGH A CONTEXTUAL APPROACH AT SMA NEGERI 3 BALAESANG: Connecting Historical Learning with Local Cultural Values Ulil Hidayat; Rusli Takunas; Rizka Fadliah Nur
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8019

Abstract

This study aims to analyze the integration of local wisdom values in history learning through a contextual approach as an effort to overcome the tendency of history learning which is still textual, de-contextual, and able to internalize local cultural values. This research uses a qualitative approach with a case study design, with data collection techniques in the form of observation, in-depth interviews, and documentation, and is analyzed through the stages of data reduction, data presentation, and interactive verification. The results of the study show that the integration of local wisdom values is carried out through the contextualization of historical material with the socio-cultural reality of students, the use of the environment as a learning resource, and the application of participatory and dialogical learning methods. The contextual approach has been proven to be able to improve historical understanding, cultural awareness, and internalization of students' character values. This finding corroborates previous research that shows that learning based on local wisdom makes the learning process more meaningful, contextual, and relevant to students' experiences. Thus, the integration of local wisdom through a contextual approach is an effective, adaptive, and sustainable pedagogical strategy in the development of history learning that is oriented towards strengthening cultural character and identity.
Implementation of Islamic Religious Education for Children with Special Needs in Tolitoli Regency Lutfi; Askar; Rusli Takunas; Andi Anirah
Journal of Contemporary Islamic Education Vol. 5 No. 2 (2025): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v5i2.7838

Abstract

Islamic Religious Education for children with special needs (ABK) is both a challenge and an urgent need amidst efforts to realize inclusive education in Indonesia. This study aims to analyze the implementation of Islamic Religious Education in inclusive schools and madrasahs that accept children with special needs in Tolitoli Regency, Central Sulawesi. The study used a qualitative approach with observation, interviews, and documentation methods with Islamic Religious Education teachers, school or madrasah principals, and parents of students with special needs. The results show that the implementation of Islamic Religious Education still faces obstacles, both in terms of the availability of teachers with special pedagogical competencies, limited adaptive learning media, and a lack of supporting infrastructure. However, there are local strategies developed by teachers, such as individual approaches, practice-based learning methods, and the use of visual media to facilitate the understanding of religious concepts. This study emphasizes the importance of strengthening the capacity of Islamic Religious Education teachers through inclusive education training, collaboration with parents, and support from local government policies in providing an adaptive curriculum. Thus, the implementation of Islamic Religious Education for children with special needs (ABK) in Tolitoli Regency can become a learning model based on local wisdom that is humanistic, inclusive, and equitable.
Co-Authors Andi Anirah Askar Askar Kamridah Kamridah Lutfi Makmur Harun Naimah Nursyam Nursyam Rizka Fadliah Nur Ulil Hidayat