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All Journal PESHUM Jurnal Penelitian dan Evaluasi Pendidikan Innovasi : Jurnal Inovasi Pendidikan Paradigma: Jurnal Pemikiran dan Penelitian Pendidikan
Muhammad As’ad Humam
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Reposisi Peran Guru Sebagai Murabbi Dalam Pendidikan Islam Di Era Society 5.0 Lilik Noer Laili; Muhammad As’ad Humam; Fajar Mustakhim; Rifqi Khairul Anam
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 1: Desember 2025
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i1.13043

Abstract

Penelitian ini bertujuan untuk menganalisis dan mereposisi peran guru sebagai murabbi dalam pendidikan Islam di era Society 5.0. Latar belakang penelitian ini didasarkan pada perubahan paradigma pendidikan akibat perkembangan teknologi digital yang berdampak pada pergeseran fungsi guru dari pembimbing spiritual menjadi penyampai informasi. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research) dan analisis deskriptif. Data diperoleh dari berbagai literatur, jurnal, dan sumber akademik yang relevan dengan konsep murabbi, pendidikan Islam, serta tantangan pendidikan di era digital. Hasil penelitian menunjukkan bahwa peran guru sebagai murabbi perlu direposisi dengan menekankan integrasi antara kompetensi teknologi, spiritualitas, dan nilai-nilai kemanusiaan. Guru dituntut menjadi pembimbing moral dan teladan digital yang mampu menanamkan etika berteknologi sesuai ajaran Islam. Penelitian ini menegaskan pentingnya reposisi peran murabbi agar pendidikan Islam tidak hanya menghasilkan peserta didik yang cerdas secara intelektual, tetapi juga berakhlak mulia dan adaptif terhadap tantangan Society 5.0
Self-Regulated Islamic Morality: Analisis Teoretis Pengendalian Akhlak Siswa SMP di Era Algoritma TikTok Lilik Noer Laili; Allifatur Rohma; Muhammad As’ad Humam; Addinul Subhan; Khoiriyah
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 13 No. 1 (2026): MARET (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Education Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/brnx3439

Abstract

This study aims to analyze violations of the Cooperative Principle in Kisah Nabi Yusuf AS Episode 18, which was broadcast on the Salam Media YouTube channel. The research employs a qualitative descriptive method with a pragmatic approach, focusing on the identification and classification of Cooperative Principle violations based on Grice’s theory, namely the maxims of quantity, quality, relevance, and manner. The research data consist of utterances produced by the characters in the film, collected through observation and note-taking techniques. Data analysis was conducted by applying intralingual and extralingual matching techniques to interpret the utterances in relation to their linguistic and situational contexts. The findings reveal that violations of all four maxims of the Cooperative Principle occur in the dialogues between characters, serving various communicative purposes such as avoiding direct responses, concealing particular intentions, conveying implicit meanings, and enhancing the dramatic effect of the narrative. These findings indicate that violations of the Cooperative Principle function as pragmatic strategies that support interactional dynamics and conflict development within film discourse.
Analysis of the Influence of the Value Based Learning and Self Reflection Model of Santri on the Ethical Awareness of Elementary School Students Muhammad As’ad Humam; Sigit Sugiarto; Imam Ghozali; Muhammad Alfi Syahrin
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/39vc7542

Abstract

Elementary school students grow within rapidly changing social and digital environments where ethical behavior is not formed automatically but requires intentional educational intervention. Ethical awareness defined as the ability to distinguish right from wrong, consider the consequences of actions, and act according to moral values has therefore become a critical objective of basic education. This study aims to analyze the influence of Value-Based Learning and Santri Self Reflection on the ethical awareness of elementary school students. A quantitative explanatory cross sectional survey design was employed involving 91 students from Grades IV-VI at Daarul Mutqin Elementary School, Bogor, Indonesia. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using multiple linear regression with SPSS. The results indicate that Value-Based Learning has a positive and significant effect on ethical awareness. More importantly, Santri Self Reflection shows a stronger and more dominant influence. Simultaneously, both variables significantly predict ethical awareness with a contribution of 45.5% (R²=0.455), indicating a substantial explanatory power in educational and behavioral research. These findings demonstrate that ethical awareness is most effectively developed through the integration of consistent value habituation and structured self-reflective practices adapted from santri educational traditions. This study contributes to the literature by extending reflective moral learning into elementary education and offers a culturally grounded pedagogical model for strengthening character education in formal schools.
Perbandingan Filsafat Pendidikan Muhammadiyah dengan Filsafat Pendidikan Barat: Sebuah Kajian Komparatif Muhammad As’ad Humam; Bagus Jamroji; Sigit Sugiarto; Imam Ghozali
PARADIGMA: JURNAL PEMIKIRAN DAN PENELITIAN PENDIDIKAN Vol. 12 No. 1 (2026): MEI
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/tw56t432

Abstract

This study comparatively examines the Philosophy of Education of Muhammadiyah and the Philosophy of Western Education to map the ontological, epistemological, axiological foundations, and their implications for educational goals, curriculum, and praxis. The main focus of the study is to trace the meeting points and differences between the Muhammadiyah educational paradigm which is rooted in the principles of monotheism, tajdid (renewal), and the orientation of social charity, and the mainstream of Western educational philosophy that develops through the traditions of humanism, progressivism, pragmatism, and critical pedagogy. The research uses a qualitative method based on library research with a comparative analysis design. Data was obtained through the study of key documents and texts, including Muhammadiyah educational decisions and thoughts, as well as representative works of Western educational philosophy. Data were analyzed using content analysis techniques and thematic comparison frameworks to assess concept coherence, value orientation, and practical consequences. The results of the study show that both traditions emphasize the formation of empowered, rational, and progressive human beings; however, Muhammadiyah places the transcendental dimension and prophetic ethics as the center of educational orientation, while many Western schools tend to affirm human autonomy, the secularity of knowledge, and the relativity of values in a historical-sociological framework. These findings affirm the importance of an integrative-critical approach in formulating modern and valuable education, as well as offering a conceptual model to strengthen the relevance of Muhammadiyah education in the global context without losing its normative identity.
Co-Authors Addinul Subhan Allifatur Rohma Bagus Jamroji Fajar Mustakhim IMAM GHOZALI Khoiriyah Lilik Noer Laili muhammad alfi syahrin Rifqi Khairul Anam Sigit Sugiarto