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Iksan
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JOIES (Journal of Islamic Education Studies)
Published by Universitas Islam Negeri Sunan Ampel
ISSN : 25408070     EISSN : 2541173X     DOI : https://doi.org/10.15642/joies.2022.7.2
Core Subject : Religion, Education,
Religion Education
The editors receive scientific articles in the form of conceptual scripts or unpublished research results or other scientific publications related to Islamic Education themes which cover Islamic Education.
Arjuna Subject : Umum - Umum
Articles 112 Documents
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Social Media as a Learning Tool for Tenth-Grade Akidah Akhlak Students: A Case at Madrasah Aliyah Mathla’ul Anwar Kedondong, Pesawaran, Lampung Ali Husen, Rizkon; Fajri, M. Rizkal; Rohili, Tahir
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.261-274

Abstract

Islamic education plays a vital role in shaping the character and personality of students through the internalization of faith (akidah) and moral values (akhlak). Meanwhile, the rapid advancement of digital technology and social media has become increasingly prevalent among adolescents, including those in madrasah settings. However, the use of mobile phones during classroom instruction remains restricted, leaving the potential of social media as a formal learning support tool underutilized. This study aims to identify the role of social media in supporting the learning process of Akidah Akhlak for tenth-grade students at Madrasah Aliyah Mathla’ul Anwar Kedondong, Pesawaran. A qualitative descriptive-phenomenological approach was employed to obtain a comprehensive understanding of social media use as a learning tool outside of class hours. Research subjects comprised one Akidah Akhlak teacher and 62 tenth-grade students, with data collected through interviews, observation, and documentation. Findings indicate that social media plays a significant role as a communication medium between teachers and students, a supplementary learning resource, and a means of reinforcing faith and moral values. The most widely used platform was WhatsApp (100%), followed by Instagram (77.4%), TikTok (72.6%), YouTube (66.1%), and Facebook (19.4%). Appropriate utilization of social media can expand access to learning, increase student engagement, and support the formation of religious character aligned with Islamic values.
The Concept of Ghaflah in Islamic Education and Its Relevance to the “Brainrot” Phenomenon Among Generation Z Sinulingga, Neng; Qori Dalimunthe, Amsal
JOIES (Journal of Islamic Education Studies) Vol. 11 No. 1 (2026): JOIES (Journal of Islamic Education Studies), June
Publisher : Program Studi Doktor Pendidikan Agama Islam dan Program Magister Pendidikan Agama Islam, Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2026.11.1.231-260

Abstract

Penelitian ini bertujuan menganalisis konsep al-ghaflah dalam perspektif pendidikan Islam serta relevansinya terhadap fenomena brainrot pada Generasi Z di era digital. Penelitian menggunakan metode studi pustaka (library research) dengan pendekatan kualitatif-deskriptif melalui penelaahan berbagai sumber ilmiah berupa artikel jurnal, buku, tafsir Al-Qur’an, hadis, dan literatur akademik yang relevan. Data dianalisis menggunakan teknik analisis tematik untuk mengidentifikasi hubungan konseptual antara al-ghaflah dan brainrot. Hasil penelitian menunjukkan bahwa al-ghaflah merupakan kondisi kelalaian yang menyebabkan menurunnya kesadaran spiritual, intelektual, dan moral, sedangkan brainrot menggambarkan penurunan fokus, kemampuan berpikir mendalam, dan kesadaran reflektif akibat konsumsi konten digital yang berlebihan. Kedua konsep tersebut memiliki kesamaan karakteristik berupa hilangnya kesadaran reflektif, dominasi hiburan instan, melemahnya pengendalian diri, dan terjadinya krisis perhatian (attention crisis) yang diperkuat oleh fenomena doomscrolling dan endless scrolling. Dampak yang ditimbulkan tidak hanya bersifat kognitif, tetapi juga memengaruhi kualitas ibadah, kemampuan berpikir kritis, disiplin waktu, serta tanggung jawab sosial. Oleh karena itu, pendidikan Islam memiliki peran strategis dalam mengatasi fenomena tersebut melalui penguatan kesadaran, dzikir, tafakkur, muhasabah, literasi digital Islami, pengendalian diri, manajemen waktu, serta penguatan karakter dan adab digital.

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