Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Thawalib: Jurnal Kependidikan Islam Journal Emerging Technologies in Education
Fathi Ben Slama
University of Jendouba
Education

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

Found 2 Documents
Search

 1 
Analysis of the Relationship of Islamic Education in Terms of National Regulations and Madrasah Aliyah Regulations: An Explanatory Sequential Study Ade Imun Romadan; Abdul Hamid Bashori; Fathi Ben Slama; Nurmalina Nurmalina
Thawalib: Jurnal Kependidikan Islam Vol. 7 No. 1 (2026): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v7i1.823

Abstract

This study identifies the lack of a comprehensive comparative analysis on the alignment between national Islamic education regulations and their implementation in internal school policies at Madrasah Aliyah Al-Khairiyah Citangkil, including related implementation challenges. It aims to assess the level of implementation of national Islamic education regulations within the school’s internal framework. The research applies an explanatory sequential design, combining quantitative and qualitative methods in stages. The t-test results show a t-value of 7.864, which exceeds the t-table value of 1.99, indicating a positive, significant effect of the independent variable. The coefficient of determination (R² = 0.442) shows that 44.2% of the variation is explained by the model. These findings suggest that integrating curriculum and religious practices significantly supports the development of students’ religious character, discipline, and responsibility. There is strong integration between religious instruction and daily worship, fostering a consistent religious culture among students. Participation in activities such as Qur’an reading, the Duha prayer, and Arabic use is high and stable. The implementation of Islamic education is reflected in the synergy between structured learning and habitual practice, fostering students’ holistic, integrated cognitive, affective, and psychomotor development. In conclusion, Islamic education regulations are effectively implemented through curriculum integration, the cultivation of worship habits, and character strengthening. This study supports the development of Islamic education policy and offers recommendations for aligning national regulations with school practices.
Impact of Educational Technology on Student Well-being: An Australian Perspective Ruby King; Liam Wilson; Fathi Ben Slama
Journal Emerging Technologies in Education Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i1.2109

Abstract

Background. The integration of educational technology (EdTech) into Australian classrooms has accelerated over the past decade, especially in response to remote and blended learning demands. While EdTech has enhanced access, flexibility, and engagement in learning, growing concerns have emerged about its potential effects on student well-being. Purpose. This study investigates the multifaceted impact of educational technology on the psychological, emotional, and social well-being of secondary students in Australia. The research aims to assess both the benefits and risks associated with EdTech use, considering variables such as screen time, digital workload, connectivity, and social interaction. Method. A mixed-methods approach was employed, combining survey responses from 412 students across five states with in-depth interviews involving educators and school counselors. Results. The findings reveal a dual impact: while many students reported increased autonomy, engagement, and digital literacy, a significant proportion experienced digital fatigue, stress, and reduced peer interaction. The results also underscore the importance of digital balance and school-level support systems in mitigating negative outcomes. Conclusion. The study concludes that educational technology, when implemented thoughtfully and inclusively, can support student well-being but must be guided by holistic strategies that prioritize mental health and social connection alongside academic goals.
Co-Authors Abdul Hamid Bashori Ade Imun Romadan Liam Wilson Nurmalina Nurmalina Ruby King