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All Journal Immortalis Journal of Interdisciplinary Studies
Muhammad Alfi Syahrin
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.
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.
A Thematic Study of Moral Education in Surah An-Nur Verses 27–31: An Analysis of Ibn Kathir’s Tafsir and Tafsir Al-Misbah Siti Nurhayati; Benny Prasetiya; 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.v2i1.67

Abstract

This study aims to examine the moral education values contained in Surah An-Nur verses 27-31 and their relevance within the context of contemporary Islamic education. The research adopts a qualitative approach through a library research design. The primary data sources consist of the Qur’an, specifically Surah An-Nur verses 27-31, as well as Ibn Kathir’s Tafsir and Tafsir Al-Misbah, while secondary data are obtained from Islamic education literature and related studies. Data were collected through documentation techniques and analysed using descriptive-analytical and comparative methods by examining the similarities and differences in the interpretations of the two exegetes. The findings indicate that Surah An-Nur verses 27-31 contain moral education values, including visiting etiquette, respect for privacy, control of the gaze (ghadd al-bashar), and the preservation of personal dignity (hifzh al-farj). The exegetical analysis shows that Ibn Kathir emphasises normative aspects and adherence to Islamic law, whereas Tafsir Al-Misbah presents a contextual and persuasive approach. The integration of these two perspectives affirms that Qur’anic moral education is comprehensive, dynamic, and relevant for character formation in the modern 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.
The Concept of Religious Character Education from the Perspectives of Buya Hamka and KH Ahmad Dahlan and Its Implications for Early Childhood Education in the Digital Era M. Masyhuri; Benny Prasetiya; 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.v2i1.85

Abstract

This study aims to analyze the conceptual framework of Buya Hamka’s and KH. Ahmad Dahlan’s thoughts on religious character education for early childhood in the digital era. Using a qualitative library research approach with hermeneutic analysis, this research examines the primary works of both scholars and contemporary academic literature. The findings reveal that Hamka’s thought emphasizes the spiritual dimension centered on tazkiyatun nafs (purification of the soul), faith awareness, and the cultivation of inner morality as a moral safeguard amid digital disruption. Meanwhile, Dahlan’s thought focuses on Qur’anic social praxis through the values of amar ma’ruf nahi munkar, rationality, and social responsibility in the ethical use of technology. The synthesis of both perspectives results in a religious character education model built upon three dimensions: spiritual, socio-rational, and digital adaptability. This model underscores the integration of faith, social ethics, and Islamic digital literacy as the foundation for early childhood education relevant to the moral challenges of the digital age. The study contributes to the development of an integrative Islamic education theory and provides implications for designing PAUD curricula based on adaptive religious values.  
The Concept of Islamic Education and Communicative Rationality in the Thought of Ismail Raji Al-Faruqi and Jürgen Habermas Athar Abdullatif Husain; Khoiriyah; 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.v2i1.95

Abstract

This study aims to analyze the crisis of public communication in Indonesia’s digital era, which is characterized by polarization, disinformation, and degrading identity labeling, while also tracing the pedagogical and ethical roots of this phenomenon. The study positions itself at the intersection of digital communication studies and Islamic education by proposing an integrative approach based on the thought of Ismail Raji Al-Faruqi and Jürgen Habermas. Using a qualitative approach through a literature study method, this research examines the concept of tawhid as an ethical-transcendental foundation and communicative rationality as a mechanism for rational dialogue in the public sphere. The analysis results in a conceptual synthesis in the form of a dialogical-tawhidi model of Islamic education that integrates the values of tawhid with procedures of rational discourse. This model is oriented toward developing learners who possess ethical awareness, critical thinking skills, and dialogical competence in responding to the dynamics of the digital public sphere. Normatively, this model may serve as a theoretical framework for the reform of Islamic education in strengthening a more inclusive and dignified culture of public communication in the digital era.
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 Athar Abdullatif Husain Benny Prasetiya Benny Prasetya Khamam Khosiin Khodijah Amatulloh Sholihat Khoiriyah M. Masyhuri Meysi Salsahbilla Siti Nurhayati Sriyanto Syamsidar