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All Journal Chalim Journal of Teaching and Learning AZKIYA
Humaida
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Religion Education Languange, Linguistic, Communication & Media Other

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INTEGRASI FILSAFAT PENDIDIKAN ISLAM DALAM PERSPEKTIF PENDIDIKAN MORAL Humaida; Fathimadani, Annisa; Arbiah; Anggraini, Diana; Misran
AZKIYA Vol 8 No 2 (2025): JUNI - DESEMBER 2025
Publisher : Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53640/ns3pb360

Abstract

Degradasi moral dalam dunia pendidikan menunjukkan perlunya penguatan landasan nilai yang bersifat fundamental dan berkelanjutan. Dalam konteks ini, filsafat pendidikan Islam memiliki relevansi strategis karena menempatkan pembentukan akhlak sebagai tujuan utama pendidikan. Artikel ini bertujuan untuk menganalisis integrasi filsafat pendidikan Islam dalam perspektif pendidikan moral sebagai paradigma pendidikan yang holistik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi pustaka melalui telaah kritis terhadap buku dan artikel jurnal ilmiah yang relevan, yang dianalisis menggunakan teknik analisis isi. Hasil kajian menunjukkan bahwa filsafat pendidikan Islam secara konsisten mengintegrasikan nilai moral dalam tujuan, materi, dan proses pendidikan. Integrasi tersebut menegaskan pentingnya pendidikan moral berbasis nilai sebagai fondasi pembentukan insan berkarakter. Kajian ini merekomendasikan pengembangan penelitian empiris untuk mengkaji implementasi integrasi filsafat pendidikan Islam dalam praktik pendidikan.
Digital Islamic Studies Learning Methodology for Generation Z Humaida; Intan Kurnia Wati; Mukmin
Chalim Journal of Teaching and Learning Vol. 5 No. 2 (2025): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v5i2.2748

Abstract

This study aims to explore the conceptual foundations, methodological orientations, and practical strategies necessary for designing Islamic studies that are relevant to Generation Z. As digital natives, Generation Z develops cognitively, socially, and religiously within an environment dominated by rapid technological advancement, visual communication, and continuous connectivity. This condition creates an urgent need to formulate a methodological framework for Digital Islamic Studies that aligns with their learning patterns and digital behavior. Using a library research design with a content analysis approach, the study examines key academic sources and previous research related to digital literacy, Islamic education, and online religious engagement. The findings indicate that digital platforms such as TikTok, Instagram, and YouTube have become major epistemic spaces for Gen Z, reshaping religious authority, learning preferences, and modes of value internalization. The study also identifies significant challenges, such as misinformation, limited educator competence, and the lack of structured digital literacy frameworks, that hinder effective implementation of digital Islamic learning. The research concludes that a comprehensive, adaptive, and interdisciplinary methodology is essential for ensuring that Islamic knowledge remains accurate, meaningful, and contextually relevant in the digital age, while also recommending further empirical studies to validate and refine the proposed methodological model.
Co-Authors Anggraini, Diana Arbiah Fathimadani, Annisa Intan Kurnia Wati Misran MUKMIN