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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Economics & Islamic Finance Journal
Erviana, Nita
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences

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Digital Muamalah Transaction Transformation: Fintech Integration with TSR Principles Erviana, Nita; Nugroho, Lucky
Economics & Islamic Finance Journal (ECIF) Vol. 2 No. 2 (2025): ECIF Journal August 2025
Publisher : Baca Dulu Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70550/ecif.v2i2.211

Abstract

This study examines the transformation of digital muamalah contracts in Islamic fintech, focusing on the integration of the Tawhid String Relationship (TSR) and Transaction Cost Theory (TCT) principles. The emerging phenomenon is a shift from conventional transactions to digital platforms that comply with Islamic principles. However, there is a gap between technological developments and Islamic jurisprudence (fiqh) understanding regarding Islamic digital transactions, leading to challenges in Islamic compliance. This study uses a qualitative approach with secondary data collection through relevant literature. The results show that the application of technologies such as blockchain and smart contracts can increase efficiency and transparency in digital transactions, but still require strict supervision to ensure compliance with Islamic principles. Maqasid Sharia serves as a foundation to ensure that every innovation continues to support the welfare of the community. The theoretical implication of this study is the development of TSR and TCT theories in the context of Islamic fintech, while the practical implication is the need for clearer regulations and more intensive education to increase Muslim literacy regarding digital contracts. This study also provides suggestions for the development of more efficient and Islamic fintech platforms in Indonesia that comply with Islamic principles.
Integrating Cognitive Behavioral Therapy and Neuropedagogy to Support ADHD in Inclusive Elementary Education Erviana, Nita; Haenilah, Een Yayah; Abdurrahman, Abdurrahman; Maulina, Dina
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30201

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) affects attention regulation, behavioral control, and executive functioning, creating persistent challenges for inclusive elementary classrooms. This study developed and evaluated a classroom-implementable intervention that integrated Cognitive Behavioral Therapy (CBT) and neuropedagogical strategies to support students with ADHD in inclusive education. Using a Research and Development approach adapted from Borg and Gall, the study combined qualitative needs analysis, expert validation, and a limited mixed-method field evaluation in Bandar Lampung, Indonesia. Participants comprised 18 elementary students aged 6-11 years with identified ADHD characteristics, including 10 students in the intervention group and 8 students in the comparison group; three experts reviewed the prototype model. Data were collected through interviews, classroom observations, feasibility questionnaires, SNAP-IV, BRIEF, and classroom-based rubrics for academic attention and multiple-intelligence-related functioning. Across 12 sessions delivered over six weeks, the intervention group demonstrated substantially larger improvements than the comparison group. Mean SNAP-IV scores declined from 45.7 to 30.2 in the intervention group, compared with 43.8 to 41.6 in the comparison group. BRIEF Global Executive Composite scores decreased from 72.5 to 58.4 in the intervention group and from 70.1 to 68.9 in the comparison group. Academic attention increased from 60 to 75 in the intervention group, whereas the comparison group increased from 62 to 64. The multiple-intelligence composite increased from 55 to 70 in the intervention group and from 54 to 56 in the comparison group. Qualitative findings also indicated stronger task persistence, better impulse control, improved peer interaction, and more active classroom participation. The integrated model is therefore feasible and educationally promising for strengthening behavioral regulation and cognitive engagement among students with ADHD in inclusive elementary settings.
Co-Authors Abdurahman Abdurrahman Dina Maulina Een Yayah Haenilah Lucky Nugroho