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All Journal Attaqwa:Jurnal Ilmu Pendidikan Islam Surau Journal of Islamic Studies
Moh. Abdullah
IAI Miftahul Ulum Pamekasan
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Critical Pedagogy as Counter-Hegemony: Reorienting Islamic Religious Education Against Digital Radicalism and Disinformation Moh.Abdullah; Rufai Bello; Nurfajriyani
Surau Journal of Islamic Studies Vol. 2 No. 1 (2026): Surau Journal of Islamic Studies
Publisher : MD Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63919/surau.v2i1.62

Abstract

The proliferation of digital disinformation and radical ideologies in cyberspace has triggered a crisis of critical thinking among Muslim youth, challenging the integrity of Islamic Religious Education (PAI) as a space for liberation and ethical formation.This study employs a critical literature review design, synthesizing theories from critical pedagogy (Freire, Giroux), digital media studies, and Islamic education scholarship to construct a transformative pedagogical framework. The research aims to analyze the mechanisms of digital hegemony in shaping religious consciousness and to propose the integration of critical pedagogy into PAI as a counter-hegemonic strategy. The analysis reveals that critical pedagogy enables a fundamental paradigm shift in PAI, from an indoctrinative model to an emancipatory one, fostering critical consciousness (conscientization), dialogical learning, and socio-ethical resilience against radical narratives. It is argued that a critically-oriented PAI is essential for cultivating a generation that is not only religiously observant but also critically aware, inclusive, and capable of navigating the complexities of the digital age. This requires curricular reorientation, teacher training as facilitators of critical awareness, and the development of contextualized teaching materials.
Models of Student Care in the Digital Age: Perspectives of Imam Al-Ghazali and Burhanuddin Al-Zarnuji Subaidi Subaidi; Muksin Muksin; Abd. Wahed; Ely Fitriani; Moh. Abdullah
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 1 (2026): Pendidikan Agama Islam Integratif
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v22i1.1150

Abstract

Pesantren play an important role in shaping students’ moral character through an integrated system of spiritual, intellectual, and behavioral formation. However, modernization, digitalization, and shifting social values pose significant challenges to traditional models of nurturing and character education. This study aims to comparatively analyze the educational concepts of Imam al-Ghazali and Burhanuddin al-Zarnuji, particularly in relation to student nurturing and character formation, and to formulate an integrative conceptual framework applicable to contemporary pesantren education. This research employs a Systematic Literature Review (SLR) following the PRISMA protocol. Scholarly works published between 2013 and 2025 were collected from Scopus-indexed journals, Google Scholar, and other peer-reviewed databases. Inclusion criteria focused on studies discussing al-Ghazali’s and al-Zarnuji’s educational thought, Islamic pedagogy, and pesantren-based character education. After screening and eligibility assessment, selected articles were analyzed using thematic coding and comparative synthesis to identify convergences, distinctions, and potential conceptual integration between both scholars’ perspectives. The findings reveal that al-Ghazali emphasizes tazkiyat al-nafs, moral exemplarity, and spiritual purification as the core of education. In contrast, al-Zarnuji highlights sincere intention, disciplined learning, and the internalization of adab. While both prioritize character formation, they differ in pedagogical orientation, spiritual transformation versus practical ethical discipline. Their integration offers a holistic nurturing model that balances spiritual depth, intellectual rigor, and behavioral discipline. This model provides theoretical and practical implications for strengthening character education and sustaining pesantren resilience in the digital era.
Co-Authors Abd. Wahed Ely Fitriani Muksin Muksin Nurfajriyani Rufai Bello Subaidi Subaidi