Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Journal of Contemporary Gender and Child Studies
Mustapa Ahmad
Universitas Al Azhar Cairo
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Internalizing the Value of Religious Moderation for Generation Z in Facing the Challenges of Plurality Moh Restu Hoeruman; Achmad Fadil; Agnes Fransiska Dewi; Nurul Fauziah; Khoirunnisa Khoirunnisa; Andi Nurindah Sari; Mustapa Ahmad
Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 4 No 4 (2025): December: Multiple Intelligences of Students in Formal, Informal, and Nonformal E
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/cendekiawan.v4i4.475

Abstract

Generation Z lives in a social space characterized by openness of information, cross-cultural interactions, and high intensity of digital media use. These conditions present both opportunities and challenges, especially in relation to their ability to respond to religious, cultural, and identity plurality. This study aims to analyze the process of internalizing religious moderation values among Generation Z and effective strategies that can be applied in the context of education, particularly Islamic Religious Education. The research method used is a descriptive qualitative approach through literature study and limited interviews with students to explore perceptions, attitudes, and practices of religious moderation. The results of the study indicate that the internalization of religious moderation values can be optimized through three aspects: strengthening digital religious literacy, collaborative learning that emphasizes dialogue across differences, and the exemplary role of educators in applying the principles of tawassuth, tasamuh, tawazun, and i'tidal. The conclusion of this study confirms that religious moderation is an important competency for Generation Z in building inclusive attitudes and adaptive abilities to face socio-religious diversity in the contemporary era.
Local Culture Integration in IPAS Learning: Supporting Indonesian Primary Students’ Well-Being toward SDG 4 Muhammad Idris Maas Zaid; Mustapa Ahmad
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.547

Abstract

Prior studies on science education in Indonesia have predominantly examined curriculum design, pedagogical strategies, and technology-based interventions; however, few have explored how the integration of local cultural values into Natural and Social Science (IPAS) learning specifically shapes the wellbeing of lower primary students (Grades 1-3) in culturally diverse Indonesian contexts. This study addresses that gap by examining how teachers integrate Javanese and broader Indonesian local cultural elements into IPAS instruction and the consequent effects on students' academic wellbeing and sense of belonging. Employing a qualitative phenomenological approach, data were collected through semi-structured interviews with three classroom teachers and one principal, classroom observations, document analysis, and focus group discussions involving ten students from two schools in the Yogyakarta Special Region. Thematic analysis revealed four interconnected themes: (1) cultural embodiment of science concepts through local artefacts and ecological knowledge; (2) enhanced student wellbeing via cultural familiarity; (3) the teacher as cultural mediator; and (4) alignment with SDG 4 targets for inclusive and quality education. Findings indicate that culturally embedded IPAS learning not only reduces science anxiety among early-grade students but also strengthens their identity, curiosity, and holistic development. This study contributes a culturally grounded pedagogical framework for IPAS instruction in Indonesian primary schools, with practical implications for curriculum designers, teacher educators, and policymakers pursuing SDG 4 commitments.
Co-Authors Achmad Fadil Agnes Fransiska Dewi Andi Nurindah Sari Khoirunnisa Khoirunnisa Moh Restu Hoeruman Muhammad Idris Maas Zaid Nurul Fauziah