Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal INJECT Interdisciplinary Journal of Communication Journal of Early Childhood Education Perspectives (JECEP)
Husain Azhari
Universitas Al-Azhar Cairo
Religion Arts Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Digital Emotional Dependency In Islamic Da'wah: A Psychospiritual Analysis Of Neurobiological And Behavioral Impacts Oprimuriandy T.D. Putra; Akif Khilmiyah; Azam Syukur Rahmatullah; Husain Azhari
INJECT (Interdisciplinary Journal of Communication) Vol. 10 No. 1 (2025)
Publisher : FAKULTAS DAKWAH UIN SALATIGA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/inject.v10i1.4406

Abstract

This study aims to explore the psychospiritual dimensions of Digital Emotional Dependence (DED) in the context of Islamic da'wah and communication, and analyze its impact on the effectiveness of Islamic educational technology and ethical engagement in religious digital platforms. The study uses a phenomenological approach with a systematic literature review of empirical research from 2010-2024 that examines the neurobiological, psychological, and spiritual aspects of digital dependency in religious communication. The analysis was conducted on the neurological dimensions (prefrontal cortex and amygdala activity), neurotransmitter mechanisms (dopamine and serotonin), and subjective experiences of spiritual emotional regulation in the context of digital da'wah. The findings show that DED in digital da'wah is correlated with decreased capacity for tafakkur (spiritual contemplation), impaired regulation of religious emotions, and fragmentation of spiritual experiences. Digital dependency creates dissonance between the consumption of religious content and the implementation of Islamic values, resulting in maladaptive coping mechanisms that hinder authentic spiritual transformation. Respondents showed increased impulsivity in religious digital interactions and decreased ability to deeply contemplate da'wah messages. Conclusion: A holistic intervention is needed that integrates Islamic digital literacy, dhikr and muraqabah-based spiritual practices, and a tawhid-based cognitive-behavioral approach to optimize digital religious communication and prevent counterproductive emotional dependence on Islamic spiritual goals.
Comparative Study of Conventional and Montessori Learning Methods on the Cognitive Development of Preschool Children Hisyam Syafii; Husain Azhari; Rudyn Alaldaya
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v2i1.173

Abstract

This study aims to compare the effectiveness of conventional and Montessori learning methods on the cognitive development of preschool-aged children in Indonesia. This study used a mixed-methods design with a concurrent embedded approach, where the quantitative component in the form of a quasi-experiment with a pretest–posttest control group design was the main focus, while qualitative data were used to enrich the interpretation of the results. The study sample consisted of 160 children aged 4–6 years from eight early childhood education institutions in the Special Region of Yogyakarta, who were divided into Montessori and conventional groups. Cognitive development was measured through executive function, problem-solving, and early literacy and numeracy skills using a standardized instrument adapted for the Indonesian context. Data analysis was conducted using ANCOVA with pretest scores as a covariate. The results showed that children who participated in the Montessori method had significantly higher cognitive development scores compared to those who participated in the conventional method, especially in aspects of executive function such as working memory, inhibitory control, and cognitive flexibility. These findings indicate that the Montessori method is more effective in supporting the cognitive development of preschool-aged children and has the potential to have a long-term impact on children's learning readiness.
Co-Authors Akif Khilmiyah Azam Syukur Rahmatullah, Azam Syukur Hisyam Syafii Oprimuriandy T.D. Putra Rudyn Alaldaya