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INDONESIA
EDUKASI
Published by Badan Litbang dan Diklat Kementerian Agama RI
ISSN : 16936418     EISSN : 2580247X     DOI : https://doi.org/10.32729/edukasi
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Other
Focus: EDUKASI is a scientific journal dedicated to the study and research of Religion and Religious Education. It is committed to enriching and expanding the body of scientific knowledge relevant for policy-making and the advancement of theoretical and conceptual frameworks. The journal aims to provide valuable literature, data, and information to governmental bodies, education practitioners, and academics to support decision-making and further studies. Scope: EDUKASI is a scientific journal focused on research and development in the field of religious education. The journal accepts articles that make significant contributions to understanding and solving issues in religious education, whether in formal or non-formal institutions. The topics covered include: Management of Religious Education Institutions Roles and Practices of Religious Educators Management and Funding of Religious Education Evaluation, Quality Assurance, and Accreditation of Religious Education The Role of Students in Religious Education Study of educational aspects relating to various diciplines such as psychology, sociology, management, philosophy, theology, anthropology, and political science to enrich the discourse on religious education.
Arjuna Subject : Umum - Umum
Articles 640 Documents
 60   61   62   63   64 
Navigating Bureaucratic Pressures and Preserving Islamic Pedagogy: Institutional Strategies of Mu’allimin Pesantren Saifudin Asrori; Muhammad Isma’il; Ahmad Shabbir
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 2 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v23i2.2294

Abstract

This article examines how cadre based Mu’allimin pesantren in Indonesia strategically navigate the tension between preserving Islamic identity and adapting to bureaucratic educational reforms. Drawing on neo-institutional theory and Bourdieu’s concept of habitus, it employs a qualitative multi-case approach to analyse how four pesantren enact institutional reproduction through curricular hybridization, cultural filtering, leadership hybridity, and market-responsive adaptation. The findings reveal how these institutions engage in institutional work—not as passive actors but as agents of negotiated change—balancing symbolic compliance with internal continuity. By conceptualizing resilience as embedded, adaptive, and symbolic labour, this study advances institutional theory by highlighting how religious organizations sustain legitimacy and distinctiveness amid state-driven standardization.
Enhancing Teacher Performance through Participatory Supervision in Indonesian Islamic Schools Dodo Murtado; Cecep Soleh Kurniawan
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 2 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v23i2.2351

Abstract

Improving the quality of education in Indonesia requires a more participatory and value-based supervision approach, particularly in Islamic schools. This study aims to examine the implementation of participatory supervision at MAN 2 Tasikmalaya and to analyze its impact on teacher performance through theological and educational management perspectives. Employing a qualitative case study design, data were collected through in-depth interviews, participatory observation, and document analysis. The findings reveal that participatory supervision, when integrated with Islamic theological values such as musyawarah (deliberation), amanah (trustworthiness), and ihsan (excellence), enhances teacher involvement in the learning process and improves teaching quality. In addition, this supervision model strengthens collaborative relationships between principals and teachers, fostering responsiveness to feedback and increasing professional motivation. The study concludes that value-based participatory supervision is effective in improving teacher performance in Islamic schools. Its implications highlight the need for supervision models that prioritize not only cognitive aspects of education but also the development of character and morality, thereby supporting the broader goals of Islamic education
Understanding Teacher Resilience and Students' Psychosocial Aspects in Islamic Primary Education: Evidence from a Madrasah Ibtidaiyah in Central Java Syamsul Falah; Johan Untung; Akhmad Muzakki; Alif Firmansyah
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 3 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v23i2.2357

Abstract

This study examines the relationship between teachers' resilience levels and their understanding of students' psychosocial aspects at Madrasah Ibtidaiyah Ihsaniyah 01 Debong Tengah using a correlational quantitative approach with a sample of all teachers (n=18). The instruments used were based on the Connor & Davidson resilience scale and Mitchell's psychosocial indicators. The Cronbach's alpha reliability results for the resilience scale were 0.925, and for the psychosocial understanding scale were 0.836, indicating that the scales were reliable for use. The results showed that most teachers had moderate levels of resilience and psychosocial understanding. Pearson's correlation analysis produced a coefficient of 0.471 with a p-value = 0.049 at a 95% confidence interval, indicating a significant positive relationship between teacher resilience and students' psychosocial understanding, with teacher resilience contributing 22% to the variation in psychosocial understanding. This study emphasizes the importance of strengthening teacher resilience through training and psychological support, especially in Islamic education. Developing teacher resilience not only supports the well-being of teachers themselves but also has a positive impact on student development and well-being. ABSTRAK Penelitian ini mengkaji hubungan antara tingkat resiliensi guru dan pemahaman terhadap aspek psikososial siswa di Madrasah Ibtidaiyah Ihsaniyah 01 Debong Tengah menggunakan pendekatan kuantitatif korelasional dengan sampel seluruh guru (n=18). Instrumen yang dipakai berbasis skala resiliensi Connor & Davidson dan indikator psikososial Mitchell. Hasil reliabilitas alpha cronbach skala resiliensi sebesar 0,925 dan skala pemahaman psikososial sebesar 0,836, sehingga skala tersebut dinyatakan reliabel untuk digunakan. Hasil penelitian menunjukkan bahwa sebagian besar guru berada pada tingkat resiliensi dan pemahaman psikososial sedang. Analisis korelasi Pearson menghasilkan koefisien 0,471 dengan nilai p-value = 0,049 pada interval kepercayaan 95%, mengindikasikan hubungan positif signifikan antara resiliensi guru dan pemahaman psikososial siswa, dengan resiliensi guru memberikan kontribusi 22% terhadap variasi pemahaman psikososial. Penelitian ini menegaskan pentingnya penguatan resiliensi guru melalui pelatihan maupun dukungan psikologis khususnya pada pendidikan Islam, pengembangan resiliensi guru bukan hanya mendukung kesejahteraan guru sendiri tetapi juga berdampak positif pada perkembangan dan kesejahteraan siswa.
Artificial Intelligence (AI), the Erosion of Tacit Knowledge, and the Challenges of Cultivating Wisdom: Epistemological and Ethical Implications for 21st Century Islamic Education Yazid Hady; Nofi Maria Krisnawati; Afsheen Fatima
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 2 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v23i2.2407

Abstract

The integration of artificial intelligence (AI) into Islamic education offers efficiency and personalisation, but risks eroding tacit knowledge gained through experience, reflection, and spiritual relationships, which from the basis of wisdom and character building. This study uses a systematic literature review, utilising the Data–Information–Knowledge–Wisdom (DIKW) model and the tacit–explicit knowledge framework. The literature was obtained from academic databases (2020–2025) with strict inclusion and exclusion criteria. The findings show that AI is highly effective in disseminating explicit knowledge, but it cannot replace the vital role of tacit knowledge in nurturing students’ manners, wisdom, and spiritual values. Ethical challenges, algorithmic bias and dehumanisation, are increasingly pertinent in the digital era. The study emphasizes the need to position AI as a supportive tool, strengthen AI literacy rooted in Islamic values, and protect the role of teachers and human-oriented learning spaces to ensure that Islamic education remains rooted in humanity.
The Impact of Religious Moderation in School Uniform Policies: A Mixed-Methods Analysis on Student Well-Being in Indonesia Ade Husna; Zahrotus Saidah; Sri Widyastri; Hilwah Hawaassa Asmawi
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 3 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

ABSTRACT This study examines how religious moderation is operationalized through school uniform policies and how these policies influence student well-being in Indonesian public senior high schools and vocational schools. Although previous research has explored religious moderation in madrasahs and the politics of hijab regulation, limited studies have integrated religious moderation policy, uniform regulation, and student well-being within a single analytical framework. This study addresses that gap by analysing how inclusive uniform rules shape students’ daily experiences, identity expression, and sense of belonging. A mixed-methods design was employed, combining survey data from 110 students across four schools in West Sumatra and Central Java with qualitative interviews and document analysis. Quantitative data were analysed descriptively, while qualitative responses were coded thematically. The findings show three key results. First, uniform regulations that neither mandate nor prohibit religious attire are widely perceived as supportive, with 99.1 percent of students reporting no disruption to their school activities. Second, 98.2 percent believe that current policies reflect multicultural values, indicating alignment with national religious moderation guidelines. Third, wearing the hijab has become a personal habit for most Muslim female students, suggesting that policy neutrality does not diminish religious identity. These findings demonstrate that inclusive uniform policies strengthen students’ psychological comfort, social cohesion, and cultural respect. The study concludes that schools should maintain flexible uniform regulations and integrate religious moderation principles to promote equitable and harmonious learning environments. ABSTRAK Studi ini membahas bagaimana moderasi beragama diimplementasikan melalui aturan seragam sekolah dan bagaimana aturan ini terkait dengan kesejahteraan siswa di sekolah menengah negeri di Indonesia. Dengan menggunakan analisis metode campuran, data diperoleh dari 110 siswa di tiga sekolah kejuruan dan sekolah menengah atas di Jawa Tengah dan Sumatera Barat. Wawancara, analisis dokumen, survei, dan tinjauan pustaka dilakukan untuk mengeksplorasi pengalaman dan persepsi siswa. Temuan menunjukkan bahwa moderasi beragama terungkap dalam peraturan seragam saat ini, yang tidak melarang atau mewajibkan siswa untuk mengenakan pakaian keagamaan seperti jilbab. Siswa sebagian besar menemukan kebijakan ini mendukung dan inklusif terhadap keberagaman, dengan 99,1% mengakui bahwa peraturan seragam tidak membebani kegiatan sehari-hari mereka dan 98,2% mengakui bahwa kebijakan saat ini mencerminkan nilai-nilai multikultural. Analisis ini menunjukkan bahwa peraturan seragam yang inklusif dapat melahirkan rasa memiliki, identitas, dan kenyamanan psikologis yang positif, memperkuat lingkungan pendidikan multikultural demi kesejahteraan siswa. Studi ini mengungkap kontribusi baru dengan memadukan regulasi yang seragam, kebijakan moderasi beragama, dan kesejahteraan ke dalam kerangka analitis, yang menawarkan rekomendasi yang berarti bagi para pendidik, pemimpin sekolah, dan pembuat kebijakan untuk menyediakan lingkungan belajar yang harmonis dan inklusif.
Analysis of the Understanding and Implementation of Religious Moderation in Madrasah Teachers: A Mixed Methods Study at MA Sejahtera Pare Kediri Siti Uswatun Khasanah; Raihan; Marhamah; S. Salahudin Suyurno
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 3 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

This study examines teachers’ understanding and implementation of religious moderation in Madrasah Aliyah (MA) Sejahtera Pare Kediri. Although previous research has widely discussed intolerance and radical tendencies in Indonesian schools, limited studies have explored how teachers in specific madrasah contexts internalize and apply the principles of religious moderation in daily pedagogical practice. This study addresses that gap by assessing both the conceptual grasp and practical enactment of moderation among teachers. A mixed-methods sequential explanatory design was employed. Quantitative data were collected from 15 teachers using a 20-item Likert scale questionnaire and analyzed through descriptive statistics using SPSS 26. Qualitative data were obtained through semi-structured interviews, observations, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings show that all teachers demonstrate a very high level of understanding and practice of religious m   ABSTRAK Penelitian ini mengkaji pemahaman dan implementasi moderasi beragama pada guru di Madrasah Aliyah (MA) Sejahtera Pare Kediri. Meskipun berbagai studi sebelumnya telah membahas intoleransi dan kecenderungan radikal di sekolah-sekolah Indonesia, masih sedikit penelitian yang menelaah bagaimana guru dalam konteks madrasah tertentu menginternalisasi dan menerapkan prinsip moderasi beragama dalam praktik pedagogis sehari-hari. Penelitian ini mengisi kesenjangan tersebut dengan menilai pemahaman konseptual dan penerapan praktis moderasi oleh para guru. Desain penelitian yang digunakan adalah mixed methods sequential explanatory. Data kuantitatif dikumpulkan dari 15 guru melalui kuesioner Likert 20 butir dan dianalisis menggunakan statistik deskriptif melalui SPSS 26. Data kualitatif diperoleh melalui wawancara semi‑terstruktur, observasi, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa seluruh guru memiliki tingkat pemahaman dan praktik moderasi beragama yang sangat tinggi. Terdapat tiga temuan utama. Pertama, guru secara konsisten mengintegrasikan nilai moderasi seperti toleransi, keadilan, dan keseimbangan dalam kegiatan pembelajaran dan interaksi sosial. Kedua, komitmen kebangsaan, kerja sama antaragama, dan sikap anti‑kekerasan tercermin kuat dalam respons mereka. Ketiga, budaya institusi dan dukungan kepemimpinan berperan signifikan dalam memperkuat keberlanjutan praktik moderasi.  
Reframing Literacy in Islamic Education: Embedding Numeracy and Socio-Cultural Literacy through Project-Based Learning Model Bagus Cahyanto; Khoiriyah; Titis Angga Rini; Abdul Ghafar Don; Choirotul Sakdiah
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 3 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

This paper explores the transformation of learning practices in Islamic elementary schools, particularly the development of integrated literacy encompassing numeracy literacy and sociocultural literacy. The study offers both theoretical and practical contributions to the development of integrated literacy within a curriculum grounded in Islamic values, while simultaneously presenting a pedagogical innovation. A qualitative case study approach was employed, involving interviews with several key informants, observations, and document analysis. The data were analyzed using the interactive model proposed by Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing/verification. The findings reveal that, in the planning stage, teachers: (a) analyze the Learning Outcomes, (b) formulate learning objectives, (c) assess student characteristics, (d) analyze and internalize literacy competencies, and (e) prepare instructional materials. In the implementation stage, teachers ap   ABSTRAK Tulisan ini mengekplorasi transformasi pembelajaran di sekolah dasar Islam khususnya untuk mengembangkan literasi terintegrasi yaitu literasi numerasi dan literasi sosial budaya. Penelitian ini memberikan kontribusi teoritis dan praktis pada pembelajaran literasi terintegrasi dalam kurikulum berbasis nilai-nilai Islam sekaligus menawarkan sebuah inovasi pedagogis. Penelitian ini menggunakan pendekatan studi kasus kualitatif dengan melibatkan beberapa informan kunci untuk wawancara, observasi, dan studi dokumentasi. Peneliti menggunakan analisis data interaktif menurut Miles, Huberman, dan Saldana yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan/verifikasi. Hasil penelitian menunjukkan bahwa dalam perencanaan pembelajaran, guru melakukan (a) analisis Capaian Pembelajaran, (b) menyusun tujuan pembelajaran, (c) menganalisis karakteristik siswa, (d) menganalisis dan menginternalisasi kompetensi literasi, dan (e) menyusun perangkat pembelajaran. Sementara itu dalam pelaksanaan pembelajaran,  
Assessing Religious Literacy in Indonesian Secondary Education and Its Implications for Religious Moderation Noer Hidayah; Akhiarul Waro Wardani; Wahidul Anam; Mona Addeq
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 3 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

Religious moderation is a national priority for preventing conflicts rooted in religious differences, yet empirical studies that map the multidimensional structure of religious literacy among Indonesian adolescents remain limited. This study addresses this gap by examining the level and profile of religious literacy among senior high school students in Kediri City. A quantitative survey design was used, drawing on structured questionnaire data from students at MAN 1 Kediri City and SMAN 4 Kediri City, and the analysis employed descriptive statistics and profile analysis to differentiate between normative and critical‑interpretive competencies. The results show that 86.3 percent of students demonstrate high to very high religious literacy, particularly in respecting religious diversity, supporting religious freedom, and applying ethical values in daily life. Lower performance appears in higher-order competencies such as recognizing religion-based violence, interpreting sacred texts within socio-political contexts, and engaging in interfaith dialogue, indicating that students possess strong normative understanding but weaker analytical and dialogical skills. These findings suggest that current educational practices effectively cultivate basic attitudes of tolerance but do not sufficiently strengthen competencies needed to navigate complex religious issues in plural societies. The study concludes that targeted interventions are required to enhance critical‑interpretive dimensions of religious literacy and recommends integrating structured interfaith dialogue activities, contextual text interpretation exercises, and critical reflection modules to support national religious moderation agendas in secondary education.   ABSTRAK Penguatan sikap moderasi beragama merupakan salah satu upaya strategis pemerintah untuk memitigasi konflik yang timbul akibat perbedaan keagamaan. Literasi beragama berperan sebagai kompetensi dasar dalam menumbuhkan moderasi tersebut. Penelitian ini mengkaji tingkat dan profil literasi beragama siswa sekolah menengah atas di Kota Kediri dengan menggunakan pendekatan survei kuantitatif yang melibatkan siswa MAN 1 Kota Kediri dan SMAN 4 Kota Kediri. Hasil penelitian menunjukkan bahwa 86,3% siswa memiliki tingkat literasi beragama tinggi hingga sangat tinggi, khususnya dalam aspek penghormatan terhadap keberagaman agama, penegakan kebebasan beragama, serta penerapan nilai-nilai etika dalam kehidupan sehari-hari. Namun demikian, masih terdapat kelemahan yang signifikan pada kompetensi tingkat lanjut, seperti kemampuan mengidentifikasi kekerasan berbasis agama, menafsirkan teks keagamaan dalam konteks sosial-politik, keterampilan berdialog lintas agama, serta kemampuan mengevaluasi secara kritis gerakan keagamaan dari perspektif kemanusiaan. Penelitian ini menyajikan kebaruan empiris dengan memetakan literasi beragama tidak hanya sebagai sikap umum, tetapi sebagai konstruk multidimensi yang membedakan antara pemahaman normatif dan kompetensi kritis-interpretatif pada remaja. Temuan ini berkontribusi secara teoretis terhadap konseptualisasi literasi beragama sebagai fondasi moderasi beragama yang terukur serta memberikan implikasi kebijakan bagi perancangan intervensi pendidikan yang terarah untuk memperkuat agenda moderasi beragama di jenjang menengah.Bottom of Form  
Islamic Religious Education and Muslim Youth Identity on Social Media: A Critical Discourse Analysis of Instagram and TikTok Content in Indonesia Novena Ade Fredyarini Soedjiwo; Fajri Zulia Ramdhani; Suroyo
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 3 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

The rapid growth of digital technology has led to the proliferation of social media platforms, significantly influencing various aspects of life, including the formation of religious identity among Muslim adolescents. This study examines the role of Islamic education in shaping Muslim identity in the digital era through critical discourse analysis. Using a qualitative approach, data were collected from social media content related to Islamic education and identity formation. The analysis focuses on how Islamic educational messages are conveyed, received, and interpreted across digital platforms. The findings indicate that Islamic education plays a crucial role in strengthening religious identity among Muslim youth by fostering a sense of belonging and providing moral guidance amid globalization and modernization. The novelty of this study lies in its examination of the intersection between Islamic education and digital media, highlighting social media’s potential as a strategic tool for disseminating Islamic values and countering radical ideologies. This research underscores the importance of leveraging digital platforms to enhance Islamic teaching effectiveness and contribute to the development of a resilient Muslim identity in the contemporary digital landscape, offering insights for educators, policymakers, and religious leaders in promoting positive religious identity and countering extremist narratives. ABSTRAK Munculnya teknologi digital telah menyebabkan proliferasi platform media sosial, yang berdampak signifikan pada berbagai aspek kehidupan, termasuk pembentukan identitas religius di kalangan remaja Muslim. Penelitian ini menyelidiki dampak pendidikan Islam dalam membentuk identitas Muslim di era digital melalui analisis wacana kritis. Dengan menggunakan pendekatan kualitatif, data dikumpulkan dari konten media sosial yang berkaitan dengan pendidikan Islam dan pembentukan identitas. Analisis difokuskan pada bagaimana pesan-pesan pendidikan Islam disampaikan, diterima, dan ditafsirkan di platform media sosial. Temuan penelitian mengungkapkan bahwa pendidikan Islam memainkan peran penting dalam memperkuat identitas religius di kalangan remaja Muslim, memberi mereka rasa keterikatan dan panduan moral di tengah tantangan globalisasi dan modernisasi. Keaslian studi ini terletak pada pemeriksaannya mengenai persimpangan antara pendidikan Islam dan media digital, menekankan potensi media sosial sebagai alat untuk menyebarluaskan nilai-nilai Islam dan melawan ideologi radikal. Penelitian ini menekankan pentingnya memanfaatkan platform digital untuk meningkatkan efektivitas pengajaran Islam, sehingga berkontribusi pada pengembangan identitas Muslim yang tangguh dalam lanskap digital kontemporer. Penelitian ini menawarkan wawasan yang signifikan bagi pendidik, pembuat kebijakan, dan pemimpin agama mengenai penggunaan strategis media sosial dalam mempromosikan identitas religius yang positif dan melawan narasi ekstremis.
Gender Differences in the Influence of Family Background on Internet Addiction and Environmental Behaviour:  Does Islamic Elementary School Matter? Syarifah Salmah; Nur Inayah Syar; Rahmad; Ahmad Juhaidi
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 3 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

Pro-environmental behaviour is a critical global issue across all sectors, including education. This study examines how family socioeconomic background influences internet addiction and pro-environmental behaviour among elementary school students, investigates the effects of school type and grade level, and explores gender as a moderating variable in these relationships. Using a quantitative approach with Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 210 parents (150 females, 60 males) through convenience sampling. The findings reveal that family economic status and family structure significantly and positively influence children's internet addiction, with students from affluent and two-parent families being more prone to smartphone or internet overuse. Internet addiction, in turn, has a significant negative impact on students’ pro-environmental behaviour. The effect of maternal education on pro-environmental behaviour is more pronounced among male students, whereas family economic status has a stronger influence on female students.. Islamic education was found to have no significant effect on either internet addiction or pro-environmental behaviour. This study contributes to the theoretical discourse in Islamic education and offers practical implications for curriculum and instructional development within Islamic educational settings. ABSTRAK Perilaku pro-lingkungan merupakan isu global yang penting di berbagai sektor, termasuk pendidikan. Penelitian ini bertujuan untuk mengkaji pengaruh latar belakang sosial ekonomi keluarga terhadap kecanduan internet dan perilaku pro-lingkungan pada siswa sekolah dasar, meneliti pengaruh jenis sekolah dan tingkat kelas, serta mengeksplorasi peran moderasi gender dalam hubungan-hubungan tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan metode Partial Least Squares Structural Equation Modeling (PLS-SEM). Data diperoleh dari 210 orang tua siswa (150 perempuan, 60 laki-laki) melalui teknik convenience sampling. Hasil penelitian menunjukkan bahwa status ekonomi dan struktur keluarga secara signifikan dan positif memengaruhi kecanduan internet pada anak. Siswa dari keluarga mampu dan keluarga dengan dua orang tua cenderung lebih rentan terhadap kecanduan smartphone atau internet. Kecanduan internet secara signifikan berdampak negatif terhadap perilaku pro-lingkungan siswa. Perilaku pro-lingkungan siswa perempuan lebih dipengaruhi oleh status ekonomi keluarga dan sedangkan pengaruh pendidikan ibu lebih besar pada siswa laki-laki. Pendidikan Islam tidak ditemukan berpengaruh signifikan terhadap kecanduan internet maupun perilaku pro-lingkungan. Temuan ini memberikan kontribusi teoretis bagi literatur pendidikan Islam dan menawarkan implikasi praktis bagi pengembangan kurikulum dan pembelajaran di lingkungan pendidikan Islam.

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