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All Journal Abnauna JISRev: Journal of Islamic Studies Review
Muhammad Mirzan
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Religion Humanities Education Social Sciences

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BLENDED LEARNING BASED ON WASATHIYYAH: A MAQASHID SHARIAH APPROACH TO ONLINE–OFFLINE INTEGRATION IN CHILDREN’S EDUCATION Muhammad Ghazali; Muhammad Mirzan; Afif Alfiyanto; Fitri Hidayati; Syatria Adymas Pranajaya
Abnauna: Jurnal Ilmu Pendidikan Anak Vol. 5 No. 01 (2026): Januari
Publisher : Prodi PGMI Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/jurnalilmupendidikananak.v5i01.4545

Abstract

The rapid digitalization of Islamic education has accelerated the adoption of blended learning, yet its predominantly technical implementation often neglects the ethical and developmental well-being of young learners. Unregulated screen exposure and algorithm-driven content frequently induce cognitive overload, moral disorientation, and diminished social interaction in primary educational settings. Addressing this gap, this study employs qualitative library research grounded in thematic tafsir (tafsir maudhu’i) to systematically extract Qur’anic principles that inform a balanced pedagogical architecture. By analyzing classical and contemporary exegetical sources alongside empirical studies published between 2020 and 2026, the research operationalizes the Islamic concepts of wasathiyyah (moderation) and maqashid al-shariah as evaluative filters for digital instruction. The findings reveal that Qur’anic discourse establishes clear operational parameters for proportional screen-time allocation, ethically curated content delivery, multidimensional assessment, and structured home-school collaboration. These parameters are synthesized into a scalable wasathiyyah-based blended learning model that dynamically aligns technological integration with the preservation of children’s intellect, psychological health, and religious identity. The proposed framework provides educators and curriculum designers with a theologically coherent, contextually adaptive blueprint for hybrid instruction. Ultimately, this research demonstrates that classical Islamic exegesis can effectively guide contemporary educational technology, ensuring that digital transformation serves holistic child development rather than compromising foundational moral and cognitive growth.
Learner Motivation in Arabic Language Acquisition: A Review of Theoretical and Empirical Studies Muhammad Ghazali; Muhammad Mirzan; Fitri Hidayati; Gusti
JISRev: Journal of Islamic Studies Review Vol. 2 No. 1 (2026): JISRev: Journal of Islamic Studies Review
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jisrev.2.1.75

Abstract

This study aims to examine learner motivation in Arabic language acquisition through a comprehensive literature review of theoretical and empirical studies published between 2020 and 2025. Motivation is widely recognized as a key factor influencing learners’ engagement, persistence, and achievement in second language learning. The study employs a thematic analysis to synthesize findings from selected peer-reviewed articles, focusing on motivational dimensions, socio-cultural influences, pedagogical practices, and technological integration. The results indicate that motivation in Arabic language learning is multidimensional, encompassing intrinsic, extrinsic, integrative, and instrumental orientations. Religious and cultural factors are found to play a dominant role, particularly in Muslim contexts, while pedagogical innovation and technology-enhanced learning significantly contribute to increased learner engagement. However, challenges such as language complexity, limited instructional resources, and technological disparities continue to affect motivation levels. The study highlights the importance of adopting context-sensitive and student-centered approaches to enhance motivation and improve learning outcomes. It also identifies research gaps, particularly the need for longitudinal and context-specific studies. Overall, this study provides insights into effective strategies for fostering motivation in Arabic language education.
Co-Authors Afif Alfiyanto Fitri Hidayati Gusti Muhammad Ghazali Syatria Adymas Pranajaya