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Strategi Pendidikan Agama Islam Berbasis Model Profetik Untuk Mengatasi Krisis Moral Remaja Di Era Digital Muhammad Nurul_Fahmi; M Malik Almajdi; Muhlisin muhlisin; Muhammad Zidan Kurniawan; Abul Mafaakhir
QAYID : Jurnal Pendidikan Islam Vol. 1 No. 2 (2025): 2025
Publisher : PT. Hassan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/qd.v1i2.513

Penelitian ini mengkaji strategi Pendidikan Agama Islam (PAI) berbasis nilai-nilai profetik sebagai upaya mengatasi kemerosotan moral remaja di era digital. Erosi moralitas, yang tercermin dalam penyimpangan perilaku, interaksi yang tidak sehat dengan media sosial, dan melemahnya identitas diri, membutuhkan pendekatan pendidikan yang lebih holistik dan berpusat pada nilai. Dengan menggunakan metode kualitatif dengan desain studi kasus, penelitian ini mengeksplorasi realitas sosial yang dialami remaja dan mengidentifikasi peran pendidikan profetik dalam membentuk karakter moral. Temuan penelitian menunjukkan bahwa model profetik yang berlandaskan prinsip-prinsip humanisasi, liberasi, dan transendensi dapat diimplementasikan secara efektif melalui penguatan kurikulum PAI, metode pembelajaran yang dialogis dan reflektif, keteladanan guru, pembiasaan beragama, dan pemanfaatan teknologi digital yang bertanggung jawab. Pendidikan profetik terbukti memberikan landasan yang kuat untuk menumbuhkan akhlak mulia, meningkatkan ketahanan moral, meningkatkan literasi digital, dan membimbing remaja untuk menghadapi tantangan era digital dengan penuh kebijaksanaan dan tanggung jawab, sehingga akan tercapai bentuk pendidikan yang tepat. Kata Kunci: pendidikan kenabian, krisis moral, Pendidikan Agama Islam, era digital. ABSTRAK Penelitian ini bertujuan mengkaji strategi Pendidikan Agama Islam (PAI) berbasis nilai-nilai profetik sebagai upaya mengatasi krisis moral remaja di era digital. Degradasi moral yang tampak melalui perilaku menyimpang, penggunaan media sosial yang tidak sehat, serta melemahnya jati diri menuntut adanya pendekatan pendidikan yang lebih menyeluruh dan berkarakter. Penelitian ini menggunakan metode kualitatif dengan model studi kasus untuk menelusuri realitas sosial yang dialami remaja serta mengungkap kontribusi pendidikan profesional dalam pembinaan akhlak. Hasil penelitian menunjukkan bahwa model profetik yang berlandaskan prinsip humanisasi, liberasi, dan transendensi efektif diterapkan melalui penguatan kurikulum PAI, metode pembelajaran dialogis dan reflektif, keteladanan pendidik, pembiasaan ibadah, serta penggunaan teknologi secara bertanggung jawab. Pendidikan profesional terbukti memberikan fondasi penting dalam membangun akhlak terpuji, meningkatkan ketahanan moral, memperkuat literasi digital, dan membimbing remaja agar mampu beradaptasi terhadap dinamika era digital dengan lebih arif dan bijak, dengan begitu akn tercapai Pendidikan yang sesuai. .

Peningkatan Kemampuan Kognitif dan Sosial Siswa melalui Metode Think-Pair-Share di SD Ima Rosila; Muhlisin Muhlisin; Abdul Khobir
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i1.5099

Cooperative Learning has been proven effective in improving the quality of education, especially at the elementary school level. One popular cooperative learning model is the Think-Pair-Share (TPS) method. This method provides students with the opportunity to think independently, discuss with a partner, and share their thoughts with the larger group. This study aims to explore the optimization of the implementation of the TPS method in enhancing the cognitive and social abilities of elementary school students. Using a descriptive qualitative approach, this study analyzes how the implementation of TPS can affect students' understanding of the material as well as their social skills. The results indicate that the application of the TPS method not only improves students' cognitive abilities, such as mastery of subject matter and critical thinking skills, but also strengthens their social skills in interacting, communicating, and collaborating with classmates. This study recommends the integration of the TPS method into elementary school teaching practices to maximize students' potential in various aspects, both cognitive and social.

Preservation of Javanese Language in Islamic Boarding School Learning as a Strengthener of the Paradigm of Conservatism and Traditionalism in Islamic Education Zakiya Very Ayu Suryatina; Muhlisin Muhlisin; M. Sugeng Solehudin; Fatah Syukur; Asnalia Rokhmah
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13165

General Background: Regional languages play a crucial role in shaping cultural identity and educational traditions within Indonesian Islamic institutions. Specific Background: In traditional Islamic boarding schools (pesantren) in Java, the Javanese language has long functioned as a medium for learning classical Islamic texts, moral education, and daily interaction, particularly within salafiyah pesantren. Knowledge Gap: Despite extensive discussions on pesantren and local culture, limited scholarly attention has been given to Javanese language preservation as a core mechanism reinforcing conservatism and traditionalism in Islamic education amid modernization. Aims: This study aims to examine how the preservation of the Javanese language in pesantren learning practices strengthens paradigms of conservatism and traditionalism in Islamic education. Results: Using a qualitative case study approach in three traditional pesantren in Central Java, the findings show that Javanese functions as a pedagogical medium, a transmitter of adab, hierarchy, and scholarly authority, and a cultural strategy to maintain traditional Islamic values. Novelty: This study positions Javanese language preservation not merely as cultural maintenance but as an epistemological foundation sustaining conservative and traditional Islamic educational paradigms. Implications: The findings highlight the importance of integrating local language preservation into Islamic education policies to sustain moral formation, cultural identity, and continuity of classical Islamic traditions alongside selective educational adaptation. Highlights: Javanese serves as a primary medium for transmitting classical Islamic knowledge and moral values. Language practices reinforce hierarchy, adab, and scholarly authority within boarding school communities. Linguistic maintenance operates as a cultural strategy amid educational modernization pressures. Keywords : Javanese Language Preservation, Pesantren Education, Islamic Conservatism, Educational Traditionalism, Local Culture

The Emancipatory Critical Paradigm in Islamic Religious Education as an Effort to Form a Tolerant and Multicultural Attitude Thoyibah Thoyibah; Muhlisin Muhlisin; Moch. Sugeng Solehudin; Fatah Syukur; Asnalia Rokhmah
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13185

General Background The persistence of religious intolerance and exclusivism within educational contexts reveals unresolved pedagogical challenges in religious education systems. Specific Background In Islamic Religious Education, learning practices remain largely normative–doctrinal and transmissive, limiting students’ dialogical engagement and critical awareness within pluralistic social realities. Knowledge Gap Although tolerance and multiculturalism have been widely discussed, few studies systematically integrate a critical–emancipatory paradigm into the ontological, epistemological, and axiological foundations of Islamic Religious Education. Aims This study analyzes the relevance and conceptual contribution of the critical–emancipatory paradigm as an alternative pedagogical framework for Islamic Religious Education in fostering tolerant and multicultural attitudes. Results Using qualitative library research grounded in critical theory, the findings demonstrate that the critical–emancipatory paradigm is theologically and pedagogically compatible with Islamic values such as justice, human dignity, and rahmatan lil ‘alamin, while redirecting learning from indoctrinative models toward dialogical, reflective, and contextual practices. Novelty This article constructs an integrative conceptual framework linking the critical–emancipatory paradigm with the ontological, epistemological, and axiological dimensions of Islamic Religious Education. Implications The study contributes theoretically to critical Islamic education discourse and offers a coherent pedagogical orientation for developing tolerance, social empathy, and multicultural competencies within Indonesia’s pluralistic educational context. Highlights: Normative–doctrinal learning practices are conceptually linked to weak internalization of plural social values. Dialogical and reflective pedagogy aligns with Islamic theological principles of justice and human dignity. Ontological, epistemological, and axiological integration provides a unified framework for pedagogical renewal. Keywords: Islamic Religious Education, Critical Emancipatory Paradigm, Tolerance, Multiculturalism, Critical Pedagogy

Dinamika Guru PAUD dalam Menjaga Martabat Profesi di Media Sosial Nabila Asha Azzahra; Iftinan Iftinan; Fitra Faradila; Muhlisin Muhlisin; Abul Mafaakhir
Jurnal Raudhah Vol 14, No 1 (2026): RAUDHAH
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/raudhah.v14i1.5438

This study aims to analyze the digital behavior of Early Childhood Education (PAUD) teachers on social media and to formulate a Digital Role Model framework as an effort to protect children’s privacy in cyberspace. The study employs a qualitative approach using library research and content analysis. The findings reveal three typologies of ECE teachers’ digital behavior: documentation of learning, educational posts, and content exploitation. The findings indicate that the publication of children’s visual content without valid informed consent from parents has the potential to violate professional ethics for teachers and contravene Law No. 27 of 2022 on Personal Data Protection. The novelty of this study lies in the integrative formulation of the Digital Role Model, which positions the protection of children’s personal data as a central component of PAUD teachers’ professionalism in the digital age. This framework is built through three operational dimensions: the ability to self-filter posts, a commitment to protecting children’s identities, and the use of social media as a tool for professional academic reflection. Implementation of the model is recommended through the development of strict Standard Operating Procedures for the publication of children’s content within early childhood education settings

Humanisme Islam Literat dan Literasi Kritis dalam Pendidikan Agama Islam di Era Post-Truth: Studi Lapangan di MA Salafiyah Yapensa Pekalongan Brillian Fikhra Andrian; Muhlisin Muhlisin; Rahmi Anekasari
Academicus: Journal of Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i1.134

Penelitian ini bertujuan menganalisis respons Pendidikan Agama Islam (PAI) terhadap tantangan era post-truth melalui pendekatan humanistik dan literasi kritis di MA Salafiyah Yapensa Pekalongan. Era post-truth ditandai oleh dominasi emosi, afiliasi identitas, dan viralitas media dibandingkan dengan fakta objektif dalam membentuk opini publik (McIntyre, 2018). Dalam konteks pendidikan agama, kondisi tersebut memunculkan persoalan epistemologis baru karena peserta didik hidup di tengah arus informasi digital yang dipenuhi misinformasi, disinformasi, dan manipulasi simbol keagamaan (Wardle & Derakhshan, 2017). Penelitian menggunakan pendekatan kualitatif dengan jenis studi lapangan. Data diperoleh melalui wawancara mendalam, observasi pembelajaran, focus group discussion, dan analisis dokumen kurikulum. Analisis data menggunakan model Miles, Huberman, dan Saldaña melalui tahap kondensasi data, penyajian data, dan penarikan kesimpulan (Miles et al., 2014). Hasil penelitian menunjukkan bahwa guru-guru PAI mulai menyadari perubahan pola konsumsi informasi peserta didik akibat pengaruh media digital. Tradisi epistemik Islam seperti tabayyun, isnad, jarh wa ta’dil, dan qiyas memiliki relevansi kuat sebagai fondasi literasi kritis di era digital. Pendekatan humanistik dalam pembelajaran memberikan ruang lebih terbuka bagi peserta didik untuk berdialog, berpikir reflektif, dan mengembangkan kesadaran epistemik. Namun, implementasi pembelajaran kritis masih menghadapi hambatan berupa dominasi kultur hafalan, keterbatasan literasi media, dan sistem evaluasi yang berorientasi pada kognitif formal. Penelitian ini menawarkan kerangka “Humanisme Islam Literat” sebagai model pedagogis yang mengintegrasikan epistemologi Islam dengan literasi media kritis dalam pembelajaran PAI di era post-truth.

Peran Strategis Guru dalam Menumbuhkan Disiplin dan Kemampuan Regulasi Diri Anak pada Era Digitalisasi Nia Widyawati; Qotrotun Nada; Indrawati B Lokuwaka; Muhlisin Muhlisin; Abul Mafaakhir
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.6450

Perkembangan teknologi digital yang berlangsung dengan cepat telah menciptakan kompleksitas baru dalam dunia pendidikan, terutama dalam proses penanaman disiplin dan regulasi diri pada anak usia dini. Kajian ini bertujuan untuk menelaah secara mendalam peran serta tanggung jawab strategis guru dalam membentuk kedisiplinan dan kemampuan pengendalian diri anak di tengah meluasnya pengaruh media digital. Dengan menggunakan pendekatan kualitatif berbasis studi kepustakaan, penelitian ini mengkaji berbagai jurnal ilmiah, buku referensi, dan artikel akademik yang relevan, yang kemudian dianalisis melalui pendekatan analisis isi. Temuan kajian mengungkapkan bahwa guru mengemban tanggung jawab strategis yang mencakup lima dimensi pokok, yakni sebagai fasilitator pembelajaran aktif, pembimbing literasi digital, motivator pengendalian diri, mitra kolaboratif bagi orang tua, serta perancang ekosistem belajar yang kondusif. Keterpaparan anak terhadap media digital secara berlebihan dan tidak terkontrol terbukti memberikan dampak negatif yang signifikan terhadap kedisiplinan anak, antara lain pergeseran orientasi aktivitas dari ranah fisik menuju dunia layar, penurunan kapasitas empati, serta terbentuknya ketergantungan pada perangkat digital yang secara perlahan menggantikan interaksi sosial yang bermakna. Penerapan pendekatan disiplin positif yang terintegrasi dengan sinergi berkelanjutan antara guru dan orang tua menjadi kunci utama dalam membentuk disiplin serta regulasi diri anak secara holistik dan berkesinambungan di era digital.

ANALISIS ETIKA PROFESI GURU PAUD DALAM MENDUKUNG PERKEMBANGAN NILAI AGAMA, MORAL, DAN SOSIAL EMOSIONAL ANAK Dwi Yasminasari; Asya Ilfana; Umniyah Zahroh; Muhlisin Muhlisin; Abul Mafaakhir
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47982

This study aims to analyze the role of teacher professional ethics in implementing a love-based curriculum to support the development of religious, moral, and socioemotional values in early childhood. This research uses a qualitative approach with a literature study method by reviewing various relevant scientific sources such as journals, books, and proceedings. The results show that a love-based curriculum emphasizes affection, empathy, and positive relationships between teachers and children, which significantly contribute to children's character development. Teacher professional ethics, including responsibility, fairness, and exemplary behavior, plays a crucial role in creating a supportive learning environment. Furthermore, the integration of a love-based curriculum effectively enhances children's moral awareness and socio-emotional skills. Therefore, the synergy between teacher ethics and a love-based curriculum is essential in achieving holistic early childhood education.

Dinamika Guru PAUD dalam Menjaga Martabat Profesi di Media Sosial Nabila Asha Azzahra; Iftinan Iftinan; Fitra Faradila; Muhlisin Muhlisin; Abul Mafaakhir
Jurnal Raudhah Vol 14, No 1 (2026): RAUDHAH
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/raudhah.v14i1.5438

This study aims to analyze the digital behavior of Early Childhood Education (PAUD) teachers on social media and to formulate a Digital Role Model framework as an effort to protect children’s privacy in cyberspace. The study employs a qualitative approach using library research and content analysis. The findings reveal three typologies of ECE teachers’ digital behavior: documentation of learning, educational posts, and content exploitation. The findings indicate that the publication of children’s visual content without valid informed consent from parents has the potential to violate professional ethics for teachers and contravene Law No. 27 of 2022 on Personal Data Protection. The novelty of this study lies in the integrative formulation of the Digital Role Model, which positions the protection of children’s personal data as a central component of PAUD teachers’ professionalism in the digital age. This framework is built through three operational dimensions: the ability to self-filter posts, a commitment to protecting children’s identities, and the use of social media as a tool for professional academic reflection. Implementation of the model is recommended through the development of strict Standard Operating Procedures for the publication of children’s content within early childhood education settings

Pragmatism in Islamic Education: A Curriculum Reorientation Model Grounded in Islamic Values and Relevance to the World of Work Rodianto Rodianto; Muhlisin Muhlisin; M. Sugeng Solehudin; Abidul Haq; Rifki Riza Fanani
DAWUH : Islamic Communication Journal Vol. 7 No. 1 (2026): March
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/dawuh.v7i1.2617

This article aims to formulate a pragmatism-based curriculum reorientation model for Islamic education that integrates Islamic values with relevance to the world of work. The study is motivated by the challenge faced by Islamic education in preserving its normative-spiritual foundation while responding to socio-economic change, technological development, and the competency demands of the twenty-first century. This research employs library research with a conceptual study design. The data sources consist of Sinta 1-2 journal articles, Scopus-indexed articles from the last six years, primary books, and government policy documents relevant to education, curriculum, and employment. The data were analyzed through conceptual content analysis involving concept identification, thematic categorization, relational analysis, and constructive synthesis. The findings indicate that pragmatism can be positioned as a pedagogical-curricular approach in Islamic education, rather than as a theological foundation. Islamic values such as tawhid, amanah, ihsan, adab, akhlaq, justice, and maslahah function as the normative foundation that directs learning experiences, competency development, and relevance to the world of work. This article proposes a Pragmatic-Islamic Curriculum Reorientation Model structured around Islamic values, learning experiences, competencies, relevance to the world of work, and social welfare. The model affirms that the world of work is not the ultimate aim of Islamic education, but rather a space for actualizing values, professional ethos, integrity, and social contribution. The article contributes to the development of Islamic educational philosophy and to the design of curricula that are contextual, applicable, and relevant to contemporary needs without reducing Islamic education to an instrument of the labor market. Keywords: Islamic Education; Pragmatism; Curriculum Reorientation; Relevance to the World of Work.

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