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Peradaban Journal of Interdisciplinary Educational Research
Published by Pustaka Peradaban
ISSN : -     EISSN : 30252121     DOI : https://doi.org/10.59001/pjier
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Peradaban Journal of Interdisciplinary Educational Research extends an invitation for contributions across various educational topics through an interdisciplinary approach. The primary focus of the journal is to excavate and analyze thoughts and research that encompass diverse educational aspects. This encompasses a range of fields including formal and non-formal education, educational technology, pedagogical methodologies, curriculum development, educational psychology, and the analysis of the social and cultural impacts on education. Through an interdisciplinary approach, this journal encourages the fusion of perspectives from different disciplinary fields. This enables authors and readers to explore educational aspects from a multitude of vantage points, connecting concepts and knowledge from various domains. Consequently, this journal fosters a more enriched and comprehensive understanding of the complex contemporary educational issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 27 Documents
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Manajemen Pendidikan Karakter Religius: Studi Komparatif Pesantren NU, Muhammadiyah, dan Hidayatullah Fahruddin, Mukhlis
Peradaban Journal of Interdisciplinary Educational Research Vol. 3 No. 1 (2025)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v3i1.299

Abstract

Islamic educational institutions play a strategic role in shaping individuals who excel academically and possess strong religious character. However, the national education system remains ineffective in instilling religious values. Islamic boarding schools (pesantren) have proven to be an effective model for internalizing religious values through a holistic approach. This study analyzes the governance of religious character education in pesantren affiliated with Nahdlatul Ulama (NU), Muhammadiyah, and Hidayatullah. The findings indicate that these pesantren implement curriculum integration, role modeling, and habitual worship and social interactions. Despite their different approaches, all emphasize the role of dormitory environments in fostering discipline, responsibility, and social awareness. The success of character education in pesantren lies in combining traditional and modern methods. Worship routines strengthen spirituality, while innovations such as project-based learning and digital literacy address global challenges. Thus, pesantren serve as effective character-building laboratories, producing graduates with integrity, independence, and adaptability to contemporary developments. Lembaga pendidikan Islam berperan strategis dalam membentuk individu yang unggul secara akademik dan berkarakter religius. Namun, sistem pendidikan nasional masih kurang efektif dalam menanamkan nilai-nilai keberagamaan. Pesantren atau Islamic boarding school menjadi model pendidikan yang terbukti mampu menginternalisasi nilai-nilai agama melalui pendekatan holistik. Penelitian ini menganalisis tata kelola pendidikan karakter religius di pesantren yang berafiliasi dengan Nahdlatul Ulama (NU), Muhammadiyah, dan Hidayatullah. Hasilnya menunjukkan bahwa ketiga pesantren menerapkan integrasi kurikulum, keteladanan, serta pembiasaan ibadah dan interaksi sosial. Meskipun memiliki pendekatan berbeda, ketiganya menekankan peran lingkungan asrama dalam membentuk disiplin, tanggung jawab, dan kepedulian sosial. Keberhasilan pendidikan karakter di pesantren terletak pada kombinasi metode tradisional dan modern. Pembiasaan ibadah memperkuat spiritualitas, sementara inovasi seperti pembelajaran berbasis proyek dan literasi digital menjawab tantangan era global. Dengan demikian, pesantren berperan sebagai laboratorium karakter yang efektif, menghasilkan lulusan berintegritas, mandiri, dan adaptif terhadap perkembangan zaman.
Example-Based Moral Education in Abdullah Nashih Ulwan’s Thought and Its Contemporary Relevance Muharor, Mohammad Zaki; Ratna, Afenda; Shidqi, Ahmad Fakhris; Ikmal, Hepi
Peradaban Journal of Interdisciplinary Educational Research Vol. 3 No. 2 (2025)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v3i2.321

Abstract

This study examines the thought of Abdullah Nashih Ulwan on moral education through the method of exemplification (role modeling). In the midst of increasing moral decline in contemporary society, Ulwan’s approach offers an Islamic pedagogical model that emphasizes character formation through lived examples rather than mere verbal instruction. Employing a qualitative library research method, this study analyzes Ulwan’s seminal work Tarbiyatul Aulad fil Islam along with supporting literature and modern educational theories. The findings reveal three core principles of Ulwan’s concept of moral education: consistency between words and actions, sincerity of intention, and the embodiment of Islamic values in daily life. His perspective resonates with Bandura’s social learning theory, which highlights the role of social environment and behavioral modeling in shaping character. The study concludes that Ulwan’s ideas remain relevant in addressing the moral challenges of today’s youth and provide practical implications for families, schools, and educational policy. These findings reaffirm the central role of educators as moral exemplars and emphasize the need for a holistic integration of ethical conduct into all dimensions of the educational process. Penelitian ini mengkaji pemikiran Abdullah Nashih Ulwan tentang pendidikan moral melalui metode keteladanan (role modeling). Di tengah meningkatnya gejala dekadensi moral pada era kontemporer, pendekatan Ulwan menawarkan model pedagogis Islam yang menekankan pembentukan akhlak melalui contoh nyata, bukan sekadar instruksi verbal. Penelitian ini menggunakan metode kualitatif studi pustaka dengan menelaah karya utama Ulwan Tarbiyatul Aulad fil Islam serta literatur pendukung dan teori pendidikan modern. Hasil kajian menunjukkan bahwa Ulwan menekankan tiga prinsip utama pendidikan moral: konsistensi antara ucapan dan perbuatan, ketulusan niat, serta penghayatan nilai-nilai Islam dalam kehidupan sehari-hari. Perspektif ini selaras dengan teori pembelajaran sosial Bandura yang menekankan peran lingkungan sosial dan peniruan perilaku dalam pembentukan karakter. Penelitian ini menyimpulkan bahwa pemikiran Ulwan tetap relevan dalam menjawab tantangan moral generasi muda dan memberikan kontribusi praktis bagi keluarga, sekolah, dan kebijakan pendidikan. Temuan ini menegaskan pentingnya peran pendidik sebagai teladan moral serta perlunya integrasi holistik etika ke dalam seluruh dimensi pengalaman pendidikan.
Peace Education and Economic Empowerment for Terrorism Inmates Within the Roots of Radicalism: Lessons from Lamongan Prakoso, Rayhan Aulia; Masudi, Muhammad Maulana; Kholish, Moh. Anas
Peradaban Journal of Interdisciplinary Educational Research Vol. 3 No. 2 (2025)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v3i2.546

Abstract

This study examines the nexus between peace education and economic empowerment in the deradicalization of terrorism convicts, with a case study of the Yayasan Lingkar Perdamaian (YLP) in Lamongan, Indonesia—an institution founded by former terrorism perpetrators who have transformed into peace agents. Radicalism, rooted in ideological rigidity and socio-economic disparities, requires a multidimensional approach that goes beyond ideological deconstruction by integrating humanistic and welfare-oriented strategies. This research aims to analyze how YLP combines peace education and economic empowerment to dismantle residual extremism while reconstructing the social identity of former convicts as legitimate members of society. Using a qualitative case study method, data were collected through participatory observation, in-depth interviews, and document analysis. The findings reveal that experiential peace education, spiritual narratives, and transformative dialogue, when coupled with economic initiatives through social entrepreneurship and community networks, create restorative spaces that facilitate identity recovery and social reintegration. This study recommends the mainstreaming of cultural-humanistic approaches in national deradicalization policies and emphasizes the critical role of former perpetrators as key actors in peacebuilding. The novelty of this research lies in highlighting the synergy between ideological reconciliation and economic empowerment as a grassroots paradigm for sustainable deradicalization. Penelitian ini mengkaji keterkaitan antara pendidikan perdamaian dan pemberdayaan ekonomi dalam proses deradikalisasi narapidana terorisme melalui studi kasus Yayasan Lingkar Perdamaian (YLP) di Lamongan, Indonesia—sebuah lembaga yang didirikan oleh mantan pelaku terorisme yang telah bertransformasi menjadi agen perdamaian. Radikalisme yang berakar pada rigiditas ideologis dan kesenjangan sosial-ekonomi memerlukan pendekatan multidimensional yang tidak hanya berfokus pada dekonstruksi ideologi, tetapi juga mengintegrasikan strategi humanistik dan kesejahteraan. Penelitian ini bertujuan menganalisis bagaimana YLP menggabungkan pendidikan perdamaian dan pemberdayaan ekonomi untuk melemahkan sisa-sisa ekstremisme sekaligus merekonstruksi identitas sosial mantan narapidana sebagai anggota masyarakat yang sah. Dengan menggunakan metode studi kasus kualitatif, data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan analisis dokumen. Temuan menunjukkan bahwa pendidikan perdamaian berbasis pengalaman, narasi spiritual, dan dialog transformatif, ketika dipadukan dengan inisiatif ekonomi melalui kewirausahaan sosial dan jejaring komunitas, mampu menciptakan ruang restoratif yang mendorong pemulihan identitas dan reintegrasi sosial. Penelitian ini merekomendasikan pengarusutamaan pendekatan kultural-humanistik dalam kebijakan deradikalisasi nasional serta menekankan pentingnya keterlibatan mantan pelaku sebagai aktor utama dalam pembangunan perdamaian. Kebaruan penelitian ini terletak pada penegasan sinergi antara rekonsiliasi ideologis dan pemberdayaan ekonomi sebagai paradigma akar rumput untuk deradikalisasi yang berkelanjutan
Revitalizing Islamic Religious Education Curriculum in the Digital Era: A Philosophical Reflection of Sayyed Hossein Nasr and Yasraf Amir Piliang Mubarok, Achmad Fatih; Zuhdi, A.; Sutiah, Sutiah
Peradaban Journal of Interdisciplinary Educational Research Vol. 3 No. 2 (2025)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v3i2.547

Abstract

Islamic Religious Education (IRE) in higher education continues to face serious challenges due to the dominance of normative-doctrinal approaches that are less adaptive to the complexities of the digital era. This study aims to formulate a transformational IRE curriculum based on the philosophy of knowledge that can address both the spiritual crisis and technological disruption. Employing a qualitative approach, the research applies an in-depth literature analysis of the works of Seyyed Hossein Nasr and Yasraf Amir Piliang, contextualized within the condition of IRE curricula in Indonesia. The findings reveal that Nasr’s concept of sacred knowledge provides a transcendental framework for strengthening spirituality, while Piliang’s critique of the culture of simulacra offers a critical lens to understand the impact of digitalization on education. Synthesizing these perspectives produces a transformational curriculum model that integrates religious, philosophical, and digital dimensions, while maintaining a balance between perennial values and contemporary needs. This study concludes that developing a transformational IRE curriculum is not only urgent but also strategic for enhancing the competitiveness of Islamic education in the global era. Its practical implication is that the curriculum should be directed toward integrating Islamic epistemology, digital literacy, and participatory pedagogical methods that foster both critical awareness and profound spirituality. Pendidikan Agama Islam (PAI) di perguruan tinggi masih menghadapi tantangan serius akibat dominasi pendekatan normatif-doktrinal yang kurang adaptif terhadap kompleksitas era digital. Penelitian ini bertujuan untuk merumuskan konsep kurikulum transformasional PAI berbasis filsafat ilmu yang mampu menjawab krisis spiritual sekaligus disrupsi teknologi. Penelitian menggunakan pendekatan kualitatif dengan analisis kepustakaan mendalam terhadap karya Seyyed Hossein Nasr dan Yasraf Amir Piliang, yang kemudian dikontekstualisasikan dengan kondisi kurikulum PAI di Indonesia. Hasil penelitian menunjukkan bahwa pemikiran Nasr tentang pengetahuan sakral (sacred knowledge) menawarkan kerangka transendental bagi penguatan spiritualitas, sementara gagasan Piliang mengenai budaya simulakra memberikan lensa kritis untuk memahami dampak digitalisasi terhadap pendidikan. Sintesis keduanya menghasilkan model kurikulum transformasional yang mengintegrasikan dimensi religius, filosofis, dan digital, sekaligus menekankan keseimbangan antara nilai-nilai perennial dan kebutuhan kontemporer. Penelitian ini menyimpulkan bahwa pengembangan kurikulum PAI yang berorientasi pada transformasi tidak hanya mendesak, tetapi juga strategis bagi penguatan daya saing pendidikan Islam di era global. Implikasi praktisnya, kurikulum perlu diarahkan pada integrasi epistemologi Islam, literasi digital, dan metode pedagogis partisipatif yang menumbuhkan kesadaran kritis sekaligus spiritualitas mendalam.
Pendidikan Islam dan Dinamika Sosial: Studi Komparatif Masa Demokrasi Parlementer dan Era Digital Lestari, Ana dwi; Anggraini, Anggi; Supriyatno, Triyo
Peradaban Journal of Interdisciplinary Educational Research Vol. 3 No. 2 (2025)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v3i2.532

Abstract

This study analyzes the dynamics of Islamic education in Indonesia through a historical-comparative approach between the Parliamentary Democracy period (1950–1959) and the contemporary digital era. The primary goal is to map the patterns of continuity and change in how Islamic education responded to distinct social-political and technological challenges. Using a qualitative methodology based on literature review, the article finds that the struggles of Islamic education during the Parliamentary Democracy era were centered on political and institutional legitimacy within the newly emerging national system. In contrast, challenges in the digital era have shifted to the realm of functional adaptation and the negotiation of authority amid technological disruption. This finding confirms that Islamic education is not a static entity but a dynamic social agent with high adaptive capacity. Theoretically, this study enriches the literature on the social history of Islamic education by providing a comparative analytical framework. Practically, it underscores the urgency of curriculum renewal, strengthening digital literacy, and fostering collaboration among stakeholders to ensure the ongoing relevance of Islamic education. Penelitian ini menganalisis dinamika pendidikan Islam di Indonesia melalui pendekatan historis-komparatif antara periode Demokrasi Parlementer (1950-1959) dan era digital kontemporer. Tujuan utamanya adalah untuk memetakan pola kontinuitas dan perubahan pendidikan Islam dalam merespons tantangan sosial-politik dan teknologi yang berbeda. Menggunakan metodologi kualitatif berbasis kajian literatur, artikel ini menemukan bahwa perjuangan pendidikan Islam pada masa Demokrasi Parlementer berpusat pada legitimasi politik dan institusional dalam sistem nasional yang baru. Sebaliknya, tantangan di era digital bergeser ke ranah adaptasi fungsional dan negosiasi otoritas di tengah disrupsi teknologi. Temuan ini menegaskan bahwa pendidikan Islam bukanlah entitas statis, melainkan agen sosial yang dinamis dengan kapasitas adaptif yang tinggi. Secara teoretis, kajian ini memperkaya literatur sejarah sosial pendidikan Islam dengan menghadirkan kerangka analitis komparatif. Secara praktis, ia menggarisbawahi urgensi pembaruan kurikulum, penguatan literasi digital, dan kolaborasi antar-aktor untuk menjaga relevansi pendidikan Islam di masa kini.
Curriculum Design of Child Developmental Psychology Education as a Basis for Mitigating Online Gaming Addiction Salsabillah, Galuh Fairuzela; Hendra, Nabil Nugraha; Deson, Rifaldy Ahmad
Peradaban Journal of Interdisciplinary Educational Research Vol. 3 No. 2 (2025)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v3i2.552

Abstract

Online gaming addiction among children today extends beyond psychological concerns into social, academic, and moral dimensions of development. From the perspective of developmental psychology, childhood is a decisive phase for establishing emotional regulation, cognition, and social competence. However, the massive penetration of digital technology often disrupts this trajectory, leading children into addictive behaviors that undermine developmental balance. This article aims to design a curriculum in child developmental psychology education as a basis for mitigating online gaming addiction. Employing a literature study, the research reviews scholarship on digital addiction, child development theories, and curriculum-based intervention strategies. The findings indicate that a curriculum integrated with developmental psychology principles can serve both preventive and rehabilitative functions, focusing on emotional regulation, value internalization, digital literacy, and social skills. The discussion highlights that this curriculum is not merely a pedagogical framework but also a psychosocial intervention responsive to the dynamics of child growth in the digital era. The study recommends collaboration among educators, parents, and psychologists to ensure comprehensive and sustainable implementation. The novelty lies in constructing a developmental psychology–based curriculum explicitly designed as a preventive mitigation mechanism rather than solely as post-addiction intervention, thereby contributing a paradigmatic approach to children’s education in the digital age. Kecanduan gim daring pada anak saat ini tidak hanya menjadi persoalan psikologis, tetapi juga merambah ke dimensi sosial, akademik, dan moral dalam perkembangan mereka. Dari perspektif psikologi perkembangan, masa kanak-kanak merupakan fase krusial untuk membentuk regulasi emosi, kognisi, dan kompetensi sosial. Namun, penetrasi teknologi digital yang masif sering kali mengganggu jalannya perkembangan ini, sehingga anak terjerat dalam perilaku adiktif yang mengganggu keseimbangan tumbuh kembang. Artikel ini bertujuan merancang kurikulum pendidikan psikologi perkembangan anak sebagai basis mitigasi kecanduan gim daring. Dengan menggunakan metode studi pustaka, penelitian ini menelaah kajian terkait adiksi digital, teori perkembangan anak, serta strategi intervensi berbasis kurikulum. Hasil penelitian menunjukkan bahwa kurikulum yang diintegrasikan dengan prinsip-prinsip psikologi perkembangan dapat berfungsi ganda, yaitu preventif sekaligus rehabilitatif, dengan penekanan pada penguatan regulasi emosi, internalisasi nilai, literasi digital, dan keterampilan sosial. Pembahasan menegaskan bahwa kurikulum ini bukan sekadar kerangka pedagogis, tetapi juga strategi intervensi psikososial yang responsif terhadap dinamika perkembangan anak di era digital. Studi ini merekomendasikan kolaborasi antara pendidik, orang tua, dan psikolog untuk memastikan implementasi yang komprehensif dan berkelanjutan. Kebaruan penelitian terletak pada konstruksi kurikulum berbasis psikologi perkembangan yang dirancang secara eksplisit sebagai mekanisme mitigasi preventif, bukan semata intervensi pasca-adiksi, sehingga memberikan kontribusi paradigmatik bagi pendidikan anak di era digital.
When Psychology Meets Pedagogy: Interdisciplinary Perspectives on Moral Extremism and Emotional Trauma in David Fincher’s Se7en Harwanto, Aditya Putra; Fauzi, Muhammad Fariz; Thariq, Muhammad Hafizh; Alkatami, Laden
Peradaban Journal of Interdisciplinary Educational Research Vol. 3 No. 2 (2025)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v3i2.553

Abstract

This study addresses the representation of moral extremism and emotional trauma in David Fincher’s Se7en, situating the film not merely as a cinematic spectacle but as a discursive arena that engages forensic psychology, moral pedagogy, and ethical philosophy. The primary aim is to analyze how psychological and pedagogical dimensions frame the phenomenon of moral extremism embodied by the antagonist, while also tracing the traumatic repercussions for other characters and the wider social context. Using a literature-based methodology, this research integrates theories of emotional psychology, critical pedagogy, and moral thought with film analysis as a cultural text. The findings reveal that Se7en not only exposes the destructive face of absolute morality but also highlights the emotional scars left by radical ethical claims, thereby creating a subtle pedagogical space for audiences to reflect on the urgency of humanistic and inclusive moral education. This study recommends the integration of forensic psychology and moral pedagogy into curricular design and public discourse to strengthen awareness of the dangers of ethical absolutism and to foster emotional resilience. Its novelty lies in the interdisciplinary approach that bridges film studies, psychology, pedagogy, and philosophy, opening new horizons in understanding cinema as a medium of moral and educational reflection. Kajian ini membahas representasi ekstremisme moral dan trauma emosional dalam film Se7en karya David Fincher, dengan menempatkan film tersebut bukan sekadar sebagai tontonan sinematik, melainkan sebagai arena diskursif yang melibatkan psikologi forensik, pedagogi moral, dan filsafat etika. Tujuan utama penelitian ini adalah menganalisis bagaimana dimensi psikologis dan pedagogis membingkai fenomena ekstremisme moral yang diwujudkan oleh tokoh antagonis, sekaligus menelusuri dampak traumatis yang dialami karakter lain maupun konteks sosial yang lebih luas. Dengan menggunakan metode kajian pustaka, penelitian ini mengintegrasikan teori psikologi emosional, pedagogi kritis, dan pemikiran moral dengan analisis film sebagai teks budaya. Temuan menunjukkan bahwa Se7en tidak hanya menyingkap wajah destruktif dari moralitas absolut, tetapi juga menyoroti luka emosional yang ditinggalkan klaim etis yang radikal, sehingga membuka ruang pedagogis yang halus bagi audiens untuk merenungkan urgensi pendidikan moral yang humanis dan inklusif. Studi ini merekomendasikan integrasi psikologi forensik dan pedagogi moral ke dalam desain kurikulum maupun wacana publik guna memperkuat kesadaran terhadap bahaya absolutisme etis sekaligus menumbuhkan ketahanan emosional. Kebaruan penelitian ini terletak pada pendekatan interdisipliner yang menghubungkan kajian film, psikologi, pedagogi, dan filsafat, sehingga membuka cakrawala baru dalam memahami sinema sebagai medium refleksi moral dan pendidikan.

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