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All Journal Tadris: Jurnal Pendidikan Islam International Journal of Educational Narratives
Nabila Yusof
Universiti Sains Islam Malaysia
Religion Education

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Holistic Islamic Moderation Education: The Contribution of Balanced Thinking in Combating Religious Radicalism Amie Primarni; Makmudi; Mowafg Masuwd; Nabila Yusof; Asep Nuhdi
TADRIS: Jurnal Pendidikan Islam Vol 20 No 2 (2025)
Publisher : Islamic State University of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i2.18763

Abstract

This study examines the effectiveness of a holistic approach in implementing religious moderation education to cultivate balanced thinking and tolerant attitudes among students within the domain of Islamic education. Grounded in Islamic values that emphasize moderation, inclusivity, justice, and intellectual equilibrium, the research employs a qualitative phenomenological design to explore the lived experiences of students, teachers, principals, and parents in schools that explicitly adopt a holistic-based moderation framework. Data were collected through semi-structured interviews, classroom observations, and systematic document analysis, and were analyzed thematically to identify recurring meanings, patterns, and contextual interpretations. The findings indicate that integrating intellectual, emotional, social, and spiritual dimensions significantly contributes to the development of inclusive, empathetic, dialogical, and critically reflective learners. Instructional practices such as project-based learning, cross-cultural engagement, collaborative inquiry, and value-oriented dialogue effectively connect cognitive, affective, and psychomotor domains in meaningful learning experiences. Teachers play a pivotal role in modeling moderation values and facilitating participatory learning environments that strengthen emotional intelligence, mutual respect, and social cohesion within diverse classrooms and communities. The study further demonstrates that holistic moderation education positively influences students’ character formation, interpersonal competence, ethical awareness, and religious maturity, enhancing their resilience against radical, intolerant, and exclusionary ideologies in contemporary societies and educational contexts. Despite its context-bound scope and interpretive nature, this research proposes an integrated conceptual framework that bridges academic achievement and character development, offering theoretical enrichment and practical guidance for educators and policymakers seeking to design inclusive education models that promote tolerance and prevent extremism in pluralistic societies globally.
Strengthening Academic Integrity in Online Learning through Moral Values and Spiritual Motivation among University Students Chaira Saidah Yusrie; Amie Primarni; Makmudi Makmudi; Agus Suryana; Nabila Yusof; Yusi Srihartini
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3483

Abstract

Background. Ethical decision-making in online learning has emerged as a critical challenge in higher education. The shift to digital environments has inadvertently created greater opportunities for academic misconduct while simultaneously reducing direct supervision. Purpose. This study aims to analyze the influence of moral values and spiritual motivation on students’ ethical decision-making processes. Furthermore, it seeks to explore how these two internal drivers guide student responses when encountering ethical dilemmas within digital learning environments. Method. The research employed an explanatory sequential mixed-methods design. Quantitative data were gathered from 95 university students using validated Likert-scale questionnaires and processed through multiple regression analysis. To deepen the insights, qualitative data were collected from students’ written narrative responses and examined using thematic analysis. Results. The findings indicate that both moral values and spiritual motivation significantly impact ethical decision-making in online learning, with spiritual motivation identified as the stronger predictor. Conclusion. By focusing on these internal motivators, higher education institutions can more effectively strengthen academic integrity and foster a culture of ethical responsibility among university students in the digital age.
Co-Authors Agus Suryana Asep Nuhdi Chaira Saidah Yusrie Makmudi Makmudi Makmudi Mowafg Abrahem Masuwd Yusi Srihartini