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INDONESIA
Indonesian Journal of Islamic Education Studies (INJURIES)
Published by PT. Pusmedia Group Indonesia
ISSN : -     EISSN : 30251893     DOI : 10.61227
Core Subject : Religion, Science, Education, Social,
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences
Indonesian Journal of Islamic Education Studies (INJURIES) mempublikasikan artikel penelitian orisinil dan diskusi ilmiah tentang Pendidikan Islam pada pendidikan formal, pendidikan non formal dan pendidikan informal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 63 Documents
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Pengaruh Intensitas Penggunaan Media Sosial Terhadap Perilaku Keagamaan Santri Di Madrasah Diniyah Ula Pondok Pesantren Bustanul Ulum Hima Mudrikah; Septyana Tentiasih
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 4 No. 2 (2026): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/fwpckq42

Abstract

The rise of social media has transformed interaction patterns among the younger generation, including students within Islamic boarding schools (pesantren). Although santri (boarding school students) are nurtured within a strong religious culture through various religious activities, high-intensity social media usage has the potential to influence religious behavior if not balanced with appropriate management. This study aims to analyze the influence of social media usage intensity on the religious behavior of students at the Madrasah Diniyah Ula of Bustanul Ulum Islamic Boarding School. The study employs a quantitative approach with a correlational research design. The respondents consisted of 72 students selected using a total sampling technique. Data were collected via a Likert-scale questionnaire that met validity and reliability standards and were subsequently analyzed using IBM SPSS Statistics via a t-test (partial test). The results indicate that the intensity of social media usage has a significant influence on students' religious behavior. This is evidenced by a t-value of -6.705 and a significance level of 0.000 (<0.05), leading to the acceptance of the alternative hypothesis. A regression coefficient of -0.523 indicates a negative relationship between the two variables, meaning that higher intensity of social media usage tends to correlate with a decline in students' religious behavior. These findings suggest that managing social media usage—through strengthening digital literacy, restricting smartphone use to educational needs, and providing guidance from teachers, parents, and boarding school administrators—is essential to preserving and reinforcing the religious behavior of santri in the digital era.
Rekontekstualisasi Pendidikan Keislaman Melalui Pengetahuan Budaya Lampung: Dari Nilai PIIL Pesenggiri Ke Praktik Pendidikan Novri Rahman; Muarafa Nur Afif
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 4 No. 3 (2026): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/v90smy52

Abstract

This study is motivated by a gap between formal Islamic education practices, which tend to be uniform and text-oriented, and the richness of Piil Pesenggiri as a living cultural knowledge system within Lampung society. Existing studies on integrating local culture and Islamic education offer limited explanation of how local communities understand, transmit, transform, and translate such cultural knowledge into educational practices. This study examines how Piil Pesenggiri is interpreted, transmitted across generations, sustained across changing contexts, and translated into educational practices as a basis for recontextualising Islamic education within local cultural settings. The study employed a qualitative approach with a descriptive-exploratory design. The research was conducted in Pesisir Barat, Lampung Barat, Tanggamus, Pesawaran, and Bandar Lampung, Lampung Province, Indonesia. Primary data were obtained through semi-structured in-depth interviews with 10 traditional leaders (Ta) and 3 academics (AKD) selected through purposive sampling. Secondary data supported understanding of the cultural and educational context. Data were collected through flexible and dialogic interviews using probing questions, while data were analysed using Braun and Clarke’s six-phase Reflexive Thematic Analysis. The analysis generated five themes organised into three analytical sections: (1) Piil Pesenggiri as lived moral epistemology; (2) the regeneration of values from role modelling toward softened forms of social control; and (3) the translation of cultural knowledge into educational practice. The findings indicate that Piil Pesenggiri is understood as moral knowledge that connects personal dignity with social responsibility, transmitted primarily through family role modelling and social experience, and sustained through adaptations in its forms of application amid changing contexts. In education, these values are translated through teacher role modelling, school habituation, culture-based activities, project-based experiences, and the involvement of traditional leaders. The study concludes that Piil Pesenggiri constitutes dynamic cultural knowledge that can provide an empirical basis for recontextualising Islamic education in ways that are contextually relevant and rooted in the social experiences of Lampung communities.
Guru Pendidikan Agama Islam Di Era Artificial Intelligence (AI): Strategi Penguatan Nilai Humanis Dalam Menghadapi Transformasi Pendidikan Society 5.0 Indah Fujianti
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 4 No. 2 (2026): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/3a83rs25

Abstract

The development of Artificial Intelligence (AI) has brought significant changes to various aspects of education, ranging from lesson planning, instructional media development, and evaluation processes to educational administration. Although AI can enhance learning efficiency and effectiveness, its utilization also poses challenges to the teacher's role as an educator—one who does not merely transfer knowledge but also shapes the character, morals, and personality of students. Therefore, strengthening teacher character has become an urgent necessity to ensure that technology use remains aligned with human values in the Society 5.0 era. This study aims to analyze the urgency of having teachers with strong character in the AI era, identify the challenges teachers face during AI-driven educational transformation, and formulate strategies to strengthen teacher character in pursuit of humanistic education. The study employs a qualitative approach using a library research method. Data were obtained primarily from journal articles published, books, and other scholarly documents. Data were analyzed using content analysis techniques involving data reduction, thematic categorization, interpretation, and conclusion drawing. The results indicate that AI cannot replace the human dimensions inherent in teachers, such as empathy, serving as a role model, instilling moral values, interpersonal communication, and ethical decision-making. Teachers with strong character can utilize AI wisely as a learning support tool without losing the essence of human-centered education. Strengthening teacher character can be achieved through enhancing AI literacy, reinforcing digital ethics, fostering continuous professional development, cultivating a reflective culture, and integrating character values into every learning process. Thus, the successful implementation of AI in education is determined not only by technological sophistication but also by the quality of teacher character—as teachers are the key agents in building a generation that is knowledgeable, possesses integrity, and demonstrates strong character.

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