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All Journal Immortalis Journal of Interdisciplinary Studies
Benny Prasetya
Institut Ahmad Dahlan Probolinggo, Indonesia
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Daily Good-Deed Habituation and Teacher Role Modelling as Quantitative Predictors of Students’ Religious Character: An Empirical Study at SMKN 6 Berau, Indonesia Syamsidar; Benny Prasetya; Muhammad Alfi Syahrin; Khamam Khosiin
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 2 (2026): April - June
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i2.110

Abstract

The development of students’ religious character is a central goal in vocational secondary education, yet many students exhibit suboptimal religious behaviours, including low discipline and limited social awareness. This study investigates the influence of daily good-deed habituation (One Day One Good Deed, ODOGD) and teacher role modelling on students’ religious character at SMKN 6 Berau, Indonesia. Employing a quantitative correlational design, data were collected from 165 students using validated questionnaires and analysed through multiple linear regression. Results indicate that both the ODOGD programme (β = 0.195, p = 0.005) and teacher role modelling (β = 0.732, p < 0.001) significantly contribute to the development of students’ religious character. Teacher role modelling emerged as the strongest predictor. The combined influence of both variables explains 82.5% of the variance in students’ religious character. These findings highlight that consistent daily habituation of positive actions, supported by teachers’ exemplary behaviour, effectively fosters moral and religious values in students. The study provides empirical evidence for integrating structured character education programmes and teacher exemplars into school curricula to strengthen holistic student development.
The Role of 'Aisyiyah in Women's Empowerment through the Sakinah Family Study Program: A Case Study of PCA Kanor, Bojonegoro Regency Lina Alfiah; Benny Prasetya; Nur Mashani Mustafidah
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 2 (2026): April - June
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i2.112

Abstract

'Aisyiyah, a women's organisation within Muhammadiyah, plays a strategic role in promoting women's empowerment and strengthening family resilience through Islamic values. This study aims to explore the role of 'Aisyiyah in empowering women through the Sakinah Family Study Program implemented by the 'Aisyiyah Branch Leadership (PCA) of Kanor, Bojonegoro Regency. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and document analysis involving PCA leaders, cadres, and programme participants. The findings reveal that the programme contributes to enhancing women's religious understanding, improving family communication and conflict-resolution skills, promoting economic empowerment through community-based entrepreneurship, and strengthening family resilience through the implementation of the principle of mu'asyarah bil ma'ruf. The programme also increases women's self-confidence and participation in community activities. These findings indicate that grassroots Islamic women's organisations can function as effective agents of social transformation by integrating religious education with women's empowerment initiatives. This study contributes to the growing literature on faith-based community empowerment and family resilience in contemporary Muslim societies.
Holistic Pedagogical Strategies in Islamic Education in Reducing the Negative Impacts of Online Games on Students’ Character Meysi Salsahbilla; Benny Prasetya; Muhammad Alfi Syahrin; Khamam Khosiin
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.65

Abstract

The development of online games among secondary school students has become a phenomenon that is inseparable from adolescent life and carries serious implications for character formation, particularly learning discipline, self-control, and religious character. Uncontrolled intensity of online game use has the potential to shift students’ priorities from academic and spiritual activities toward instant entertainment-oriented activities. This study aims to analyze holistic pedagogical strategies in Islamic education in reducing the negative impacts of online games on students’ character. The research employed a descriptive qualitative approach, with research subjects consisting of the school principal, Islamic Education teachers, Guidance and Counseling teachers, and students at SMA Negeri 5 Berau. Data were collected through in-depth interviews, observation, and documentation, while data analysis used the interactive model of Miles and Huberman. The results indicate that online games have an impact on declining learning discipline, weakened self-control, and reduced consistency of students’ worship practices. Nevertheless, the implementation of holistic pedagogical strategies that integrate spiritual, emotional, social, and pedagogical development through the role of Islamic Education teachers as mu’allim, murabbi, muaddib, counselors, and mediators has proven capable of helping students manage online game use more wisely and strengthen religious character. This study affirms that holistic pedagogy in Islamic education has a strategic role in addressing the challenges of student character formation in the digital era.
Integrating Al-Ghazali’s Spirituality and Habermas’s Communicative Rationality in the Formation of Holistic Education Khodijah Amatulloh Sholihat; Benny Prasetya; Muhammad Alfi Syahrin
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.70

Abstract

This study aims to conceptually examine the integration of spirituality in Al-Ghazali’s thought and communicative rationality as proposed by Jürgen Habermas as a foundation for developing a holistic educational paradigm. The analysis focuses on how these two perspectives can be understood as bases for human formation through educational processes, as well as on identifying their points of convergence, differences, and potential integration within an educational framework that encompasses both spiritual and dialogical-rational dimensions. This research employs a literature study method by examining the primary works of Al-Ghazali and Habermas, along with relevant scholarly sources addressing education, spirituality, and rationality. The findings indicate that Al-Ghazali’s thought emphasizes spirituality, morality, and character formation as essential value orientations in education, highlighting that educational processes should not merely prioritize cognitive development but also moral and spiritual cultivation. In contrast, Habermas’s theory of communicative rationality underscores the importance of rational, critical, and distortion-free dialogue as a means of fostering reflective and participatory individuals within social life. The integration of these two perspectives offers a holistic educational model that harmonizes spiritual value orientation with dialogical and rational pedagogical practices. Thus, education can contribute to the formation of individuals who are not only morally grounded and spiritually aware but also capable of critical thinking, argumentative communication, and constructive participation in pluralistic and democratic societies.
KH. Hasyim Asy'ari and John Dewey: Traditionalism and Progresivism In Education Neneng Nurhayati; Benny Prasetya; Heri Rifhan
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 1 (2026): January - March
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i1.94

Abstract

This study aims to analyze and compare the educational thought of KH. Hasyim Asy’ari and John Dewey, focusing on the tension and dialogue between traditionalism and progressivism in education. The primary problem under study concerns how two influential figures from different socio-cultural and intellectual backgrounds conceptualize the aims, methods, and values of education, and how their ideas remain relevant in contemporary discourse. Existing scholarship often positions KH. Hasyim Asy’ari as a representative of Islamic traditionalism and John Dewey as a pioneer of educational progressivism; however, few studies critically juxtapose their frameworks to identify convergences and potential synthesis. This research employs a qualitative library method with a comparative-philosophical approach, analyzing primary texts and relevant secondary sources to reconstruct their educational paradigms. The findings reveal that while KH. Hasyim Asy’ari emphasizes moral-spiritual formation rooted in tradition and religious authority, and John Dewey prioritizes experiential learning and democratic values, both share a commitment to character development and social responsibility. The study contributes a novel integrative perspective that bridges traditional Islamic pedagogy and modern progressive education within contemporary educational theory.  
The Effect of Khat Learning and Learning Motivation on Students' Ability to Write the Quran at MTs Nurul Muhajirin Labanan Makarti Sriyanto; Benny Prasetya; Muhammad Alfi Syahrin; Khamam Khosiin
Immortalis Journal of Interdisciplinary Studies Vol. 2 No. 2 (2026): April - June
Publisher : PT. Caesarindo Triloka Persada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67307/ijis.v2i2.102

Abstract

This study examines the effect of khat learning and learning motivation on students’ Qur’anic writing ability at MTs Nurul Muhajirin Labanan Makarti. The study used a quantitative approach with a correlational design. A total of 51 students were selected using purposive sampling. The independent variables were khat learning and learning motivation, and the dependent variable was Qur’anic writing ability. Data were collected through a Qur’anic writing test and a learning motivation questionnaire. Multiple linear regression analysis was conducted after confirming that all statistical assumptions were met. The results showed that khat learning and learning motivation had a significant simultaneous and partial effect on students’ Qur’anic writing ability. These findings indicate that structured khat learning, supported by strong learning motivation, effectively improves students’ competence in Qur’anic writing in the Islamic junior high school setting.
Co-Authors Heri Rifhan Khamam Khosiin Khodijah Amatulloh Sholihat Lina Alfiah Meysi Salsahbilla Muhammad Alfi Syahrin Neneng Nurhayati Nur Mashani Mustafidah Sriyanto Syamsidar