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An-Nasyi'in: Jurnal Ilmu Pendidikan merupakan jurnal ilmiah yang memuat kajian teoritis dan hasil penelitian dalam bidang ilmu pendidikan. Terbit bulan Juni dan Desember, An-Nasyi'in mengangkat isu-isu kontemporer dalam pendidikan, mulai dari kurikulum, metode pembelajaran, evaluasi, hingga kebijakan pendidikan.
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An-Nasyi'in: Jurnal Ilmu Pendidikan
Published by PT. Albayan Publikasi Nusantara
ISSN : -     EISSN : 31249272     DOI : -
Core Subject :
Pendidikan Islam di Indonesia saat ini dihadapkan pada tantangan besar berupa krisis identitas dan degradasi moral yang mengancam generasi muda. Dalam konteks ini, pendidikan tidak hanya berfungsi sebagai sarana transfer ilmu, tetapi juga sebagai benteng pembentukan karakter dan nilai-nilai keislaman yang luhur. Untuk itu, diperlukan pendekatan dan inovasi pembelajaran yang kontekstual, kolaboratif, serta adaptif terhadap perkembangan zaman.
Arjuna Subject : -
Articles 16 Documents
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Factors Influencing Tourism English Vocabulary Learning and Strategy Use Among Third-Year English-Major Students: A Qualitative Case Study at Thanh Do University Duc Quy Nguyen; Tuan Vuong Minh; Nghia Nguyen Trong; Thuy Nguyen Thi Minh; Hung Giang Phu
An-Nasyi'in: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026)
Publisher : An-Nasyi'in: Jurnal Ilmu Pendidikan

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Abstract

Tourism English vocabulary plays an important role in preparing English-major students for future careers in the tourism industry. However, learning specialized vocabulary can be challenging due to its complexity and limited use in everyday communication. This study aimed to investigate the factors influencing tourism English vocabulary learning and the vocabulary learning strategies used by third-year English-major students at Thanh Do University, Vietnam. A qualitative case-study approach was employed. Data were collected from eleven students through written reflections and semi-structured interviews and analyzed using thematic analysis. The findings revealed five major factors affecting vocabulary learning: career-oriented motivation, complex nature of tourism vocabulary, teacher-guided learning and classroom activities, access to learning resources and technology, and lack of authentic practice opportunities. Four main learning strategies were identified: memory-based learning, contextual and communicative learning, technology-mediated learning, and multimedia-based learning. The findings contribute to a better understanding of tourism vocabulary learning and provide implications for improving vocabulary instruction in higher education.
Digitalisasi Pendidikan: Transformasi Sistem atau Modernisasi Semu Anam Khoirul Rozak; Meiza Fajar Akbar; Ilman Nafi'a
An-Nasyi'in: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026)
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Abstract

Perubahan era 4.0 ke 5.0 memaksa pendidikan untuk bertransformasi secara masif. Kesenjangan infrastruktur di daerah 3T (tertinggal, terdepan, terluar) menjadi urgen, kurangnya pelatihan guru yang memadai dan kebijakan simbolis seperti Inpres No. 7/2025 berpotensi menghambat efektivitas implementasi teknologi digital dalam pendidikan. Penelitian ini bertujuan untuk melakukan analisis mendalam dan integratif terhadap transformasi digital dalam pendidikan di Indonesia. Artikel ini menggunakan studi literatur dengan pendekatan kualitatif. Teknik analisis yang digunakan yakni analisis isi dengan tujuan untuk mengidentifikasi, mengkategorikan, dan menafsirkan makna yang terkandung dalam artikel secara sistematis dan objektif. Kajian ini menemukan bahwa transformasi digital pendidikan Indonesia menghadapi tiga paradoks struktural: aksesibilitas yang memperparah ketimpangan, perubahan paradigma Kurikulum Merdeka yang timpang antara konsep dan implementasi, serta literasi digital yang tereduksi pada keterampilan teknis dangkal. Kontribusi riset ini terletak pada pendekatan analitis integratif yang mengevaluasi empat dimensi secara simultan: infrastruktur, kesiapan guru, literasi digital peserta didik, dan kecukupan konten pembelajaran dalam kerangka Revolusi Industri 5.0.
Religious Information Literacy in Digital Learning from an Islamic Education Perspective: An Analysis of Ellis's Information Seeking Behavior Model Siti Isnaini
An-Nasyi'in: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026)
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Abstract

This study aims to analyze religious information literacy in digital learning based on the perspective of Ellis's Information Seeking Behavior Model and examine its relevance to the principles of Islamic education. This study uses a qualitative approach with library research. Data was obtained from primary sources in the form of the works of David Ellis and its development by Cox and Hall regarding Information Seeking Behavior. Meanwhile, secondary data was obtained from books, articles, proceedings, and previous research results that discuss digital information literacy. Data collection was carried out through documentation studies, while data analysis used content analysis techniques that include data reduction, categorization, interpretation, and synthesis of various relevant sources. The results of the study indicate that Ellis's Information Seeking Behavior Model, which consists of eight stages (starting, chaining, browsing, differentiating, monitoring, extracting, verifying, and ending) can be used as a conceptual framework for strengthening religious information literacy in digital learning. Furthermore, these stages are also relevant to Islamic educational principles, such as the importance of critical thinking, learning motivation, perseverance in learning, teacher guidance, and continuous learning. Thus, integrating the Ellis Model with Islamic educational principles can provide an alternative framework for religious information literacy in digital learning that is more critical, selective, and responsible.
Influence of Social Media Usage on the Development of Civic Values and Social Behaviour among Secondary School Students in Zamfara State, Nigeria Sule Muhamamd; Ibrahim Danda Abubakar
An-Nasyi'in: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026)
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Abstract

This study investigated the influence of social media usage on the development of civic values and social behaviour among secondary school students in Zamfara State, Nigeria. The study was guided by three objectives, three research questions, and three null hypotheses tested at the 0.05 level of significance. A descriptive survey research design was adopted. The population comprised all senior secondary school students in public secondary schools in Zamfara State, while a sample of 375 respondents was selected using a multistage sampling procedure. Data were collected using a researcher-developed instrument titled Social Media Usage, Civic Values and Social Behaviour Questionnaire (SMUCVSBQ). The instrument was validated by experts in Social Studies Education, Educational Psychology, and Measurement and Evaluation, while its reliability was established using Cronbach's Alpha, which yielded a reliability coefficient of 0.86. Mean and standard deviation were used to answer the research questions, whereas Simple Linear Regression Analysis and Pearson Product Moment Correlation were used to test the hypotheses. The findings revealed that social media usage significantly influenced the development of civic values (β = .447, p < .001) and social behaviour (β = .529, p < .001) among secondary school students. The study also established a significant positive relationship between social media usage and overall civic and social development (r = .618, p < .001). The study concluded that responsible social media usage contributes positively to students' civic values and social behaviour. It recommended the integration of digital citizenship education into the school curriculum, promotion of responsible social media use, and strengthened collaboration among schools, parents, and policymakers to maximize the educational and civic benefits of social media.
Non-State Actors in Peace Education and Conflict   Management amid Ethnic Militias and Resource Competition in Africa: Implication for Regional Security Nura Umar Manya Manya; Usman Yusuf; Mustapha Barau
An-Nasyi'in: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026)
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Abstract

This study examines the role of non-state actors in managing ethnic militias and competition over natural resources in Africa and their implications for regional security. The findings indicate that ethnic militias and resource-based competition contribute significantly to conflict escalation, state fragility, cross-border insecurity, and humanitarian crises. Non-state actors play important roles in conflict mediation, humanitarian assistance, security provision, and governance support, particularly in areas where state capacity is limited. However, their effectiveness is often constrained by weak regulatory frameworks, fragmented authority, legitimacy concerns, and insufficient coordination with state institutions. The study concludes that while non-state actors are essential in addressing Africa’s security challenges, stronger institutional coordination and regulation are necessary to achieve sustainable peace and regional stability.
Exploring IT Students’ Use of Generative AI for Technical Vocabulary Learning: A Qualitative Study Ninh Nguyen Tuan
An-Nasyi'in: Jurnal Ilmu Pendidikan Vol. 2 No. 1 (2026)
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Abstract

This study explores how Information Technology (IT) students use generative Artificial Intelligence (AI) tools to support technical vocabulary learning in an English for Specific Purposes (ESP) context. Adopting a qualitative design, the study involved 20 third-year IT students at a private university in Hanoi, Vietnam. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that students use generative AI as part of a multimodal learning ecosystem, combining tools such as chatbots and coding assistants to explain technical terms, generate examples, and simplify complex concepts. AI was found to enhance conceptual understanding and promote learner autonomy. However, concerns regarding over-reliance and the accuracy of AI-generated content were also reported. The study highlights the importance of guided AI integration and the development of critical AI literacy in ESP instruction.

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