Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Journal of General Education and Humanities Eduprof
Muhammad Azhar Muttaqin
International Islamic University Malaysia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Implementation of Dialogical Leadership in the Management of Educational Institutions at Pesantren Bina Insan Mulia Ade Aspandi; Iman Subasman; Aip Syarifudin; Muhammad Azhar Muttaqin; Nur Luthfiyani Fajrin Mima; Agus Ramanto
Eduprof : Islamic Education Journal Vol. 7 No. 2 (2025): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v7i2.335

Abstract

This study aims to analyze the implementation of dialogical leadership in the management of educational institutions at Pesantren Bina Insan Mulia, Cirebon, through the lens of Paulo Freire’s theoretical perspective. Employing a qualitative case study approach, data were collected through in-depth interviews, participatory observations, and document analysis. Thematic analysis was applied to identify patterns and meanings from participants’ experiences. The findings reveal two major insights: first, dialogical leadership fosters managerial and curricular transformation that integrates pesantren traditions with modern competencies; second, it strengthens the pesantren’s role in developing students’ competencies according to their talents and aspirations while enhancing its contributions to the surrounding community. This research highlights that dialogical leadership plays a pivotal role in shaping a humanistic, participatory, and transformative educational model, demonstrating that pesantren can guide students authentically toward achieving their aspirations in line with their individual potentials.
Transforming Teacher Roles in Indonesia’s Digital Era: Enhancing Learning Effectiveness and Student Engagement Ade Aspandi; Muhammad Azhar Muttaqin
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.616

Abstract

The rapid advancement of digital technology has significantly reshaped educational practices, requiring teachers to evolve from knowledge transmitters into dynamic facilitators of student-centred learning. This study adopts a library research method combined with content analysis to examine how teachers’ roles have transformed in response to technological innovation, particularly in enhancing learning effectiveness and student engagement. By reviewing a broad spectrum of recent scholarly articles, policy reports, and empirical studies, the research highlights that the integration of tools such as Learning Management Systems (LMS), Artificial Intelligence (AI), and interactive online platforms has fundamentally changed classroom dynamics and instructional design. For example, the use of gamified learning applications has been shown to increase student participation by fostering a sense of achievement, while adaptive learning software enables teachers to tailor content to individual progress, thereby improving comprehension and retention. As a result, educators are expected to develop advanced digital literacy, create innovative learning experiences, and adopt flexible strategies that respond to diverse learner needs. This shift requires sustained professional development, supportive institutional frameworks, and responsive educational policies that equip teachers to thrive in technology-rich environments. Moreover, meaningful integration of technology rather than its mere adoption has emerged as the key factor in driving improvements in motivation, engagement, and academic outcomes. This study contributes to the discourse on teacher professionalisation in the digital age and offers recommendations for policymakers and educational leaders to design effective training initiatives and support mechanisms for educators adapting to these evolving demands.
The Impact of Online Game Addiction on Children’s Social Interaction and Academic Performance Ade Aspandi; Aip Syarifudin; Muhammad Azhar Muttaqin
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.617

Abstract

The phenomenon of online game addiction among youth has emerged as a critical concern in today’s digital society, significantly influencing social interaction and educational outcomes. This study aims to examine the psychological and sociological effects of excessive online gaming through a systematic literature review. Data were collected from 32 scholarly articles and undergraduate theses published between 2013 and 2025, and analyzed to identify recurring behavioral and academic patterns. The findings indicate that approximately 70% of the reviewed studies reported a decline in face-to-face communication, emotional sensitivity, and empathy among young gamers. Moreover, 65% of the sources highlighted academic disengagement, decreased motivation to learn, and lower performance levels. Prolonged gaming also correlates with heightened stress, anxiety, and irregular sleep cycles, demonstrating the multifaceted nature of this behavioral issue. These impacts extend beyond the individual, disrupting family relations and school environments. The study recommends integrated interventions involving parental monitoring, educator participation, and balanced digital policy implementation to foster responsible gaming habits. This research contributes to a deeper understanding of online game addiction by integrating perspectives from social learning and behavioral addiction theories, providing a conceptual framework for future studies on youth digital behavior.
Co-Authors Ade Aspandi Agus Ramanto Aspandi, Ade Nur Luthfiyani Fajrin Mima Subasman, Iman Syarifudin, Aip