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All Journal IQRO: Journal of Islamic Education IJECA (International Journal of Education and Curriculum Application) INSANIA : Jurnal Pemikiran Alternatif Kependidikan Edukasia Islamika: Jurnal Pendidikan Islam
Habib Badawi
Lebanese University
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Integrating Creative Digital Content in Pesantren: Improving Santri’s Digital Literacy And Islamic Learning Taufikin Taufikin; Sri Nurhayati; Habib Badawi; Ahmad Falah; Moh. Sholihuddin
Edukasia Islamika : Jurnal Pendidikan Islam Vol 10 No 1 (2025): Edukasia Islamika - Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v10i1.10326

Abstract

Pesantren faces challenges in adapting traditional teaching methods to the development of digital technology. The digital literacy gap and limited infrastructure are the main obstacles to implementing the digitalization of learning. One solution is using creative digital content to improve learners' digital literacy and creativity. This study aims to analyze the implementation of creative digital content in learning in pesantren and assess its impact on digital literacy and creativity of students. In addition, this study also examines the main challenges of pesantren digitalization and proposes strategic solutions to ensure its effectiveness and sustainability. A qualitative approach with a case study at PPATQ Raudlatul Falah Bermi Gembong Pati Central Java was used as the research location, and the Observations were also made at four Islamic boarding schools in the Central Java region. Data were collected through interviews with Santri and Ustadz, joint observation and document analysis. The data were analyzed thematically to identify patterns in the pesantren education system. The results showed that digitization improved santri's understanding of learning materials and their memory. Santris, who actively participates in digital content creation, is more creative and has better digital skills than traditional methods. However, some challenges include inadequate teacher training and limited internet access. Therefore, strategies are needed to control and strengthen the infrastructure. This study contributes to developing digital learning models in Pesantren and provides policy recommendations for Pesantren leaders and stakeholders to support the transformation of Islamic education through technology
Online and In-Person Learning in Islamic Higher Education: A Comparative Study of Character Formation Using the Islamic Character Formation Ecology Model Taufikin Taufikin; Ahmad Falah; Habib Badawi; Moses Adeleke Adeoye
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.38826

Abstract

This study stems from concerns that digital transformation in higher education may weaken the moral and spiritual dimensions, particularly in Islamic education, which places character development at its core. This research aims to compare the impact of online and face-to-face learning on students’ character development and to explain the underlying pedagogical mechanisms. The study employs a mixed-methods approach with an explanatory sequential design. Quantitative data were collected via a survey of 240 Islamic Religious Education students, using a Likert scale to measure akhlak, tazkiyah, and adab. Qualitative data were obtained through semi-structured interviews and observations. Quantitative analysis employed an independent-samples t-test and Cohen’s d, while qualitative data were analyzed thematically. The results revealed significant differences across all character dimensions, with face-to-face learning consistently outperforming online learning. The largest differences were observed in the spiritual dimension, followed by moral and social-relational dimensions, indicating that the deeper the character dimension, the more it depends on the quality of the learning environment. Theoretically, this study proposes the Islamic Character Formation Ecology (ICFE) model, which views character as the result of interactions among pedagogical relationships, a spiritual atmosphere, and practical discipline. This model shifts the approach to character development from an individual-centered to an ecological-relational one. In practical terms, these findings underscore the importance of redesigning digital learning to ensure that character development remains intact.
Humor sebagai pedagogi etis di perguruan tinggi Indonesia: pengalaman mahasiswa, jenis humor efektif, dan strategi pengajaran berorientasi SDG 4 Taufikin Taufikin; Sri Nurhayati; Habib Badawi
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i2.13208

Abstract

A rigid and stressful classroom environment can reduce students’ motivation and increase academic anxiety. Humour in learning serves as an effective pedagogical strategy to enhance engagement, reduce tension, and strengthen memory retention. However, not all types of humour positively influence the learning process. This study aims to identify the most effective types of humour and optimal strategies for their implementation in Indonesian higher education. Employing a qualitative-phenomenological approach, data were collected through structured interviews with 40 students from multiple universities. The findings reveal that academic humour is the most effective in improving comprehension and retention, while spontaneous humour promotes student engagement. In contrast, irrelevant or excessive humour tends to distract students from their focus. The study's novelty lies in integrating Islamic educational values with Western educational psychology to explain the role of humour in fostering a balanced, enjoyable, and ethically guided learning environment. The research aligns with Sustainable Development Goal 4 (Quality Education) by emphasizing the importance of inclusive and engaging pedagogical practices that enhance the quality of learning in higher education. The study also provides practical recommendations for lecturers to apply humour responsibly as a pedagogical tool that supports motivation, engagement, and meaningful learning.
Integrative Humanities Education: Japan’s Interdisciplinary Curriculum Reform and Its Implications for Global Educational Paradigms Habib Badawi
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.9547

Abstract

This study investigates the effectiveness of Japan’s integrated secondary humanities curriculum—combining history, geography, ethics, and social sciences—in fostering critical thinking, cultural competence, and holistic understanding. Employing a convergent parallel mixed-methods design, the study engaged 500 high school students (ages 15–18) and 50 teachers across ten purposively selected schools representing diverse urban, rural, and socioeconomic contexts in Japan. Quantitative findings demonstrated statistically significant gains in critical thinking (Watson-Glaser Appraisal: d = 0.71, p < .001) and cultural competence (Cultural Intelligence Scale: d = 0.84, p < .001), alongside a 9% average improvement in overall GPA. Qualitative analysis—drawing on semi-structured interviews, classroom observations, focus groups, and reflective essays—revealed enhanced interdisciplinary reasoning, improved perspective-taking, and heightened student motivation, while identifying teacher professional development as a key implementation challenge. These findings affirm the viability of constructivist, interdisciplinary curriculum models for preparing secondary students for globalized society and offer transferable insights for educational reform in comparable national contexts.
Co-Authors Ahmad Falah Ahmad Falah Moh Sholihuddin Moses Adeleke Adeoye Sri Nurhayati Taufikin Taufikin Taufikin Taufikin taufikin, taufikin