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Linguanusa : Social Humanities, Education and Linguistic
Published by Insight School Academy
ISSN : -     EISSN : 30476739     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Linguanusa is a journal that aims to be a peer-reviewed platform and an authoritative source of information. We publish original research papers, review articles, and case studies focused on the Social Humanities and Languages ​​disciplines. The social humanities discipline is related to topics of study related to cultural themes, public policy, social society. While linguistic disciplines are related to topics of language and culture, language education, linguistics, phonology, phonetics, psycholinguistics, sociolinguistics and other studies that are still allied and included in the topic and objectives of the journal.
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Articles 87 Documents
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Digital Religious Literacy in Strengthening Islamic Education in the Era of Digital Transformation Nurul Huda SA
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 3 (2025): Linguanusa : December 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i3.130

Abstract

Introduction to the Problem: The era of digital transformation has fundamentally reconfigured the religious landscape and the patterns by which knowledge is transmitted, including in the context of Islamic education. The emergence of cyberspace has opened broad access to religious sources, but at the same time it has triggered the disruption of traditional religious authority, the fragmentation of understanding, polarization within echo chambers, and a proliferation of disinformation and reductionist religious narratives targeting young Muslims. Purpose: This article aims to analyse the urgency and the integrative formulation of digital religious literacy as an instrument for strengthening contemporary Islamic education. Design/methods/approach: Using a descriptive-analytical qualitative method based on library research and critical discourse analysis, the study explores the dialectic of the mediatization of religion together with the pedagogical dynamics of Islamic educational institutions (madrasah, pesantren, and higher education). Findings: The findings show that digital religious literacy must go beyond the operational technical skill of handling devices; it demands a mastery of critical-epistemological reasoning in validating the authenticity of online religious narratives, the internalization of the values of religious moderation (wasathiyyah), and a reconstruction of the role of the educator from a mere transmitter of knowledge into a facilitator and curator of cyber discourse. Originality/value: The recommendations of this study emphasize the importance of renewing the Islamic education curriculum by combining the treasury of classical Islamic scholarship with the skills of digital media navigation, in order to build the spiritual and intellectual resilience of learners in the information age.
Integrating the Values of Religious Moderation into Islamic Education Learning in the Digital Era Lumaurridlo
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 3 (2025): Linguanusa : December 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i3.131

Abstract

Introduction to the Problem: The era of digital transformation brings complex dynamics to Islamic education, in which unlimited access to religious information runs alongside the spread of narratives of exclusivism, polarization, and extremism in cyberspace. Purpose: This article examines comprehensively the significance of, and strategies for, integrating the values of religious moderation (wasathiyyah) into the learning process of Islamic Religious Education in the digital era. Substantive values such as tawasuth (moderation), tawazun (balance), i‘tidal (uprightness and justice), and tasamuh (tolerance) are a crucial foundation for forming the cognitive and spiritual immunity of learners. Design/methods/approach: Using a descriptive-analytical qualitative approach based on critical library research, the study analyses the configuration of the curriculum, instructional strategies, and the use of digital media in Islamic Religious Education learning. Findings: The findings indicate that the integration of religious moderation cannot be conveyed doctrinally alone but must be actualized through learning based on real case studies from social media, a dialogical-critical pedagogy, and a digital literacy informed by wasathiyyah. Teachers of Islamic Religious Education are required to transform themselves into curators and facilitators of an inclusive cyber religious discourse. Originality/value: The recommendations of this study emphasize the need to reconstruct digital teaching materials, to develop interactive Islamic Religious Education modules grounded in the values of moderation, and to build institutional collaboration in creating a tolerant and peaceful digital Islamic education ecosystem.
Strengthening Character Education through Islamic Religious Education Learning in the Digital Era Hendra Baharuddin
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 3 (2025): Linguanusa : December 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i3.132

Abstract

Introduction to the Problem: The dynamics of the present era of digital transformation present a twofold disruption for the world of education, particularly in forming the moral character of the young. The massive accessibility of information technology and social media frequently has as its consequence moral degradation, the spread of digital individualism, the erosion of civility, and the phenomenon of cyberbullying among students. Purpose: This article aims to analyse the urgency of, and to formulate a strategic direction for, strengthening character education grounded in akhlaq karimah through Islamic Religious Education learning in the digital era. Design/methods/approach: Using a descriptive-analytical qualitative method based on library research, the study explores the integration of noble religious values into the contemporary learning ecosystem. Findings: The findings show that Islamic Religious Education learning in the digital era can no longer rely on the conventional transfer of theoretical knowledge but requires a pedagogical reorientation based on habituation, digital role-modelling, and the use of contextual interactive media. Reconstructing the role of the Islamic Religious Education teacher as a facilitator of values and a moral bulwark becomes the principal key to success in equipping learners with the skills of digital ethics. Originality/value: The pedagogical implications of this study affirm the importance of synergy among the three centres of education and of revitalizing an adaptive Islamic Religious Education curriculum in order to form a generation of insan kamil who are technologically capable and at the same time possessed of noble spiritual integrity.
Technology-Based Islamic Religious Education Learning Strategies in Improving the Religious Competence of Learners Lukman
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 3 (2025): Linguanusa : December 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i3.133

Abstract

Introduction to the Problem: The acceleration of information and communication technology in an era of disruption demands a methodological reorientation in the practice of Islamic Religious Education. Conventional learning methods, which tend to be monologic and theoretical, frequently face difficulty in holding the attention and building the active engagement of learners of the digital generation. Purpose: This article aims to analyse instructional strategies for technology-based Islamic Religious Education learning and their impact on improving learners’ religious competence across the cognitive dimension (understanding the concepts of creed and jurisprudence), the affective dimension (the internalization of akhlaq karimah), and the psychomotor dimension (practical devotional skills). Design/methods/approach: Using a descriptive-analytical qualitative approach based on library research, the study explores the integration of the Technological Pedagogical Content Knowledge (TPACK) framework into the design of Islamic Religious Education learning. Findings: The findings show that the use of interactive digital media, adaptive e-learning platforms, video tutorials visualizing acts of worship, and educational gamification is able to raise learning motivation, the absorption of material, and the effectiveness of devotional habituation significantly. The success of integrating technology into Islamic Religious Education is determined largely by the pedagogical and digital competency of teachers in contextualizing Islamic teaching creatively without reducing the sacredness and spirituality of religious teaching. Originality/value: The recommendations of this study affirm the importance of developing a technology-based Islamic Religious Education curriculum in schools and of continuing training for teachers in designing innovative learning media.
Implementing Religious Moderation in Madrasah Education: Strategies for Forming the Character of Learners Darmanto Minggele
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 3 (2025): Linguanusa : December 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i3.134

Abstract

Introduction to the Problem: The existence of the madrasah within a multicultural society holds a crucial role as a laboratory of harmony and a seedbed for the values of diversity. Amid strengthening identity polarization and the challenge of global radicalism, madrasah institutions are required to revitalize their role not merely as a means of transmitting religious doctrine but as a crucible for forming wasathiyyah character. Purpose: This article aims to analyse strategies for implementing religious moderation in madrasah education and their impact on forming a tolerant character in learners, taking as its contextual study the plural sociological landscape of Kupang, East Nusa Tenggara. Design/methods/approach: Using a descriptive-analytical qualitative method based on critical library research and an analysis of Ministry of Religious Affairs policy documents, the study explores the four principal pillars of religious moderation: national commitment, tolerance, non-violence, and accommodation of local culture. Findings: The findings show that the implementation of religious moderation in the madrasah is realized through three integrative strategies: (1) curricular integration based on the interconnection of knowledge in both Islamic Religious Education and general subjects; (2) the cultivation of an inclusive madrasah ecosystem through extracurricular activity and interfaith encounter; and (3) the exemplary conduct of educators in democratizing the classroom. Originality/value: The recommendations of this study affirm the importance of strengthening the capacity of madrasah teachers in a pedagogy of moderation and of widening networks of collaboration across religious communities in order to nurture social harmony and the integrity of the Unitary State of the Republic of Indonesia.
Strengthening Teacher Competency through Learning Innovation in the Digital Era M.Wagio
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 3 (2025): Linguanusa : December 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i3.135

Abstract

Introduction to the Problem: Digital transformation in the landscape of twenty-first-century education demands a fundamental reorientation of the role and competency of the educator. The teacher is no longer positioned as the sole source of knowledge but as a facilitator, an architect of innovative learning, and an adaptive digital curator. Purpose: This article aims to analyse the urgency of, and strategies for, strengthening teacher competency — across the pedagogical, professional, personal, and social dimensions— through learning innovation in the digital era. Design/methods/approach: Using a descriptive-analytical qualitative method based on critical library research and an examination of regulatory documents on educator competency standards, the study explores the integration of the Technological PedagogicalContent Knowledge (TPACK) framework together with the adoption of technology-based learning media such as learning management systems, adaptive platforms, and artificial intelligence tools. Findings: The findings show that learning innovation in the digital era functions as a significant catalyst in revitalizing teachers’ pedagogical competency through differentiated and interactive instructional design, while strengthening professional competency in the mastery of up-to-date subject knowledge. Teachers’ personal and social competencies are further transformed towards exemplary digital citizenship and collaborative communication across networks. Originality/value: The study affirms the importance of restructuring continuing professional development programmes on the basis of communities of digital practice and of strengthening the role of teacher education institutions in equipping prospective educators with the skills of a transformative future pedagogy.
The Use of Artificial Intelligence in Learning: Opportunities and Challenges in the Digital Era Dwipa Sumantri
Linguanusa : Social Humanities, Education and Linguistic Vol. 3 No. 3 (2025): Linguanusa : December 2025
Publisher : Insight School Academy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63605/ln.v3i3.136

Abstract

Introduction to the Problem: The rapid development of artificial intelligence, and of generative AI and intelligent tutoring systems in particular, has triggered a revolution of paradigm in the landscape of modern education. AI is no longer merely an instrument of administrative automation but has been transformed into a cognitive partner reconfiguring the pedagogical interaction between educator and learner. Purpose: This article aims to analyse comprehensively the spectrum of opportunities and challenges in the use of AI in the learning process in the digital era. Design/methods/approach: Using a descriptive-analytical qualitative method based on critical library research, the study explores the most recent literature on artificial intelligence in education and on frameworks for the regulation of technological ethics. Findings: The findings show that AI offers transformative opportunities in facilitating personalized learning, real-time feedback, the automation of formative assessment, and efficiency in designing educational content. Its adoption nonetheless faces substantial ethical and pedagogical challenges, including the degradation of learners’ critical reasoning through excessive dependence, threats to academic integrity, the problem of algorithmic bias, and the protection of students’ personal data. Originality/value: The study recommends the formulation of an integrated framework of AI literacy and of a human-in-the-loop pedagogy of human–AI collaboration for educators and for educational developers, so as to ensure that the integration of AI remains grounded in the values of humanism, justice, and intellectual emancipation.

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