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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Journal of Islamic Education and Learning
Fanida Susilowardani
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Education Social Sciences Other

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The Effectiveness of Digital-Based Religious Moderation Learning: A Review of the Literature in the Era of Society 5.0 Liza Jauharotul Munfarida Al Khurriyyah; Muh. Wasith Achadi; Gondo Adhi Saputra; Fanida Susilowardani; Ahmadan Haquridha Yasyada
SOSIOEDUKASI Vol 14 No 1 (2025): 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.v14i1.5397

Abstract

The Society 5.0 era, which emphasizes the integration of technology into all aspects of life, demands a transformation in Islamic education, including in the teaching of religious moderation. This study aims to analyze the effectiveness of digital-based religious moderation learning through a literature review approach of relevant articles. Data collection was conducted by selecting articles based on inclusion criteria from databases such as SINTA, Scopus, and Google Scholar, which were then analyzed thematically. The results show that digital-based religious moderation learning holds great potential for internalizing moderation values such as tolerance, justice, and balance, particularly when supported by explicit integration of values into the curriculum, the use of interactive media, value-based teacher training, and project-based learning approaches. However, significant barriers were identified, such as the lack of longitudinal studies, overemphasis on cognitive aspects, technological infrastructure limitations, and the absence of systematic value-based learning design. In conclusion, to ensure the long-term effectiveness of digital-based religious moderation learning, the development of an integrative model that includes critical digital literacy, the strengthening of social values in virtual spaces, and educational policies based on Islamic moderation values is required. This study recommends the need for further longitudinal research and more systematic value-based learning design to support adaptive Islamic education in the Society 5.0 era
Implementasi Pendekatan Pembelajaran Berdiferensiasi dalam Mata Kuliah Sejarah Peradaban Islam pada Mahasiswa Pendidikan Biologi UIN Sunan Kalijaga Eni Wahyuliani; Mahmud Arif; Nur Saidah; Fanida Susilowardani
Journal of Islamic Education and Learning Vol. 5 No. 2 (2025): Journal of Islamic Education and Learning
Publisher : Sekolah Tinggi Ilmu Syrari’ah Daru ‘Ulum (STSDU) Lampung Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63761/jiel.v5i2.169

Abstract

Perkembangan pendidikan tinggi pada era Revolusi Industri 4.0 dan Society 5.0 menuntut proses pembelajaran yang adaptif, humanis, dan mampu mengakomodasi keberagaman karakteristik mahasiswa. Secara ideal (das sollen), pembelajaran di perguruan tinggi keislaman diarahkan untuk mengembangkan potensi mahasiswa secara optimal sesuai dengan kebutuhan, minat, dan gaya belajarnya. Namun, pada praktiknya (das sein), pembelajaran mata kuliah Sejarah Peradaban Islam (SPI) pada mahasiswa berlatar belakang sains masih cenderung menggunakan pendekatan konvensional yang kurang responsif terhadap perbedaan karakteristik belajar mahasiswa. Penelitian ini bertujuan untuk mendeskripsikan implementasi pendekatan pembelajaran berdiferensiasi serta persepsi dan pengalaman belajar mahasiswa Pendidikan Biologi UIN Sunan Kalijaga pada mata kuliah SPI. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif yang didukung data kuantitatif deskriptif. Pengumpulan data dilakukan melalui kuesioner skala Likert, observasi, dan dokumentasi terhadap 24 mahasiswa. Data dianalisis menggunakan statistik deskriptif berupa nilai rata-rata (mean) dan disajikan secara naratif. Hasil penelitian menunjukkan bahwa implementasi pembelajaran berdiferensiasi berada pada kategori tinggi dengan nilai rata-rata 4,12, mencakup diferensiasi konten, proses, dan produk. Persepsi dan pengalaman belajar mahasiswa juga berada pada kategori tinggi dengan nilai rata-rata 4,08. Temuan ini menunjukkan bahwa pembelajaran berdiferensiasi memberikan kontribusi positif terhadap keterlibatan, pemahaman, serta pengalaman belajar mahasiswa dalam mata kuliah SPI.
Co-Authors Ahmadan Haquridha Yasyada Eni Wahyuliani Gondo Adhi Saputra Liza Jauharotul Munfarida Al Khurriyyah Mahmud Arif Muh. Wasith Achadi Nur Saidah