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INDONESIA
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : 19793472     EISSN : 25805223     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 483 Documents
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Contribution of Culturally Responsive Digital Learning Based on Indigenous Values in Students’ Mental Health Henri; Junaeda, St.; Nur'aini, Tiara; Pasaribu, Deasy
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 29 No 1 (2026): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2026v29n1i2

Abstract

Social media and digital technologies have a profound influence on adolescents’ mental health. Consequently, educational practices need to integrate technological innovation with cultural values to support students’ psychological well-being. This study aims to examine the contribution of Culturally Responsive Digital Learning (CRDL), grounded in indigenous values, to strengthening the mental health resilience of students at SMAN 1 Jeneponto in the era of social media. Amid increasing psychological pressures associated with rapid digital transformation, educational approaches that integrate technology with local cultural values have become increasingly relevant and necessary. The analytical framework of this study is based on Geneva Gay’s theory of Culturally Responsive Pedagogy, which emphasizes that students’ cultural identities and local wisdom constitute valuable resources that can function as protective factors and sources of emotional resilience. This study employed a descriptive qualitative approach to explore digital learning practices rooted in indigenous cultural values. Data validity was ensured through source triangulation, method triangulation, and member checking to enhance the credibility and trustworthiness of the findings. The results indicate that CRDL contributes significantly to students’ mental health resilience through five key dimensions. First, project-based digital learning activities, such as the creation of vlogs and podcasts, enhance students’ self-confidence by encouraging them to become active and empowered content creators rather than passive consumers. Second, the integration of cultural norms and etiquette fosters responsible and ethical behavior in navigating social media environments. Third, reinforcing culturally grounded conceptions of self-worth helps students reduce their dependence on superficial forms of digital validation, such as likes, comments, and follower counts. Fourth, learning activities centered on family interaction strengthen emotional bonds and reaffirm the family’s role as a primary source of support and psychological security. Fifth, educational practices that promote cultural diversity and mutual respect have proven effective in preventing cyberbullying and fostering positive social interactions in digital spaces. Abstrak: Media sosial dan teknologi digital memengaruhi kesehatan mental remaja. Oleh karena itu, pembelajaran perlu mengintegrasikan teknologi dan nilai budaya. Penelitian ini bertujuan mengkaji kontribusi Culturally Responsive Digital Learning (CRDL) berbasis Indigenous Values dalam menguatkan mental health resilience (resiliensi kesehatan mental) siswa SMAN 1 Jeneponto di era media sosial. Di tengah tekanan psikologis akibat disrupsi arus digital, pembelajaran yang mengintegrasikan teknologi dan nilai budaya menjadi semakin relevan. Analisis penelitian ini menggunakan Teori Pedagogi Tanggap Budaya (Culturally Responsive Pedagogy) dari Geneva Gay yang menyatakan bahwa identitas dan kearifan kultural siswa merupakan aset kekuatan yang mampu menjadi jangkar pelindung emosional mereka. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan mengeksplorasi praktik pembelajaran digital berbasis nilai lokal.  Keabsahan data diuji melalui triangulasi sumber, triangulasi metode, dan member checking untuk memastikan kredibilitas serta ketepatan interpretasi hasil penelitian. Hasil penelitian menunjukkan bahwa CRDL berkontribusi signifikan melalui lima aspek. Pertama, pembelajaran berbasis karya digital seperti vlog dan podcast meningkatkan kepercayaan diri siswa dengan mendorong mereka bertransformasi menjadi kreator yang berdaya. Kedua, internalisasi nilai tata krama budaya membentuk perilaku bijak bermedia sosial. Ketiga, penguatan esensi nilai diri membantu siswa agar tidak bergantung pada validasi digital yang semu, seperti likes dan followers. Keempat, tugas berbasis interaksi keluarga mempererat hubungan emosional, menjadikan keluarga sebagai sumber dukungan utama dan tempat bersandar yang hangat. Kelima, pembelajaran berbasis keberagaman budaya terbukti efektif dalam mencegah cyberbullying.
Exploring the Role of Islamic Religious Education in the Crisis of Character and Morality in the Modern Era Rofik, Moh.; Nursyam; Takunas, Rusli; Naima; Rahayu, Fitri
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 29 No 1 (2026): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2026v29n1i6

Abstract

Character education in Indonesia faces serious challenges due to the decline of morals and character, such as student fights, bullying, and corruption, in the modern era. The purpose of this research is to analyze character formation through Islamic religious education (PAI) as the main solution. This research is qualitative with a type of library research and a descriptive-qualitative approach. Library research utilizes literature sources such as books and journal articles as the main data, which is collected, read, understood, and analyzed in depth and systematically. The data analysis technique uses descriptive analysis through a deductive approach to describe the data objectively and draw conclusions from general theories to specific cases according to the focus of the research. The results show that Islamic education is needed in supporting character formation in the modern era which is full of challenges faced by students today. Through Islamic religious education, students can have the opportunity to form individuals of faith, character, morality, responsibility, and dignity, through the function of development, improvement, and filtering of cultural values. Islamic religious education is one of the main foundations in building noble character in harmony with human nature and providing direction on how to behave. Abstrak: Pendidikan karakter di Indonesia menghadapi tantangan serius akibat penurunan moral dan karakter, seperti perkelahian mahasiswa, perundungan, dan korupsi, di era modern. Tujuan dari penelitian ini adalah untuk menganalisis pembentukan karakter melalui pendidikan agama Islam (PAI) sebagai solusi utama. Penelitian ini bersifat kualitatif dengan jenis penelitian perpustakaan dan pendekatan deskriptif-kualitatif. Penelitian perpustakaan memanfaatkan sumber literatur seperti buku dan artikel jurnal sebagai data utama, yang dikumpulkan, dibaca, dipahami, dan dianalisis secara mendalam dan sistematis. Teknik analisis data menggunakan analisis deskriptif melalui pendekatan deduktif untuk mendeskripsikan data secara objektif dan menarik kesimpulan dari teori umum hingga kasus spesifik sesuai dengan fokus penelitian. Hasil penelitian menunjukkan bahwa pendidikan Islam sangat dibutuhkan dalam mendukung pembentukan karakter di era modern yang penuh dengan tantangan yang dihadapi oleh mahasiswa saat ini. Melalui pendidikan agama Islam, siswa dapat memiliki kesempatan untuk membentuk individu yang beriman, berakhlak, bermoral, bertanggung jawab, dan bermartabat, melalui fungsi pengembangan, peningkatan, dan penyaringan nilai-nilai budaya. Pendidikan agama Islam merupakan salah satu landasan utama dalam membangun karakter mulia yang selaras dengan sifat manusia dan memberikan arahan bagaimana berperilaku.
Analysis of the Recitation Method in Improving Islamic Religious Education Learning Outcomes of Elementary School Dandi; Anirah, Andi; Erniati
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 29 No 1 (2026): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2026v29n1i5

Abstract

Islamic Religious Education (IRE) plays a vital role in fostering students’ religious knowledge, attitudes, and practical skills. Effective learning at the elementary school level requires instructional approaches that promote active participation and responsibility. One such approach is the recitation method, which involves task assignment, task completion, and accountability for learning outcomes. This study aimed to examine the implementation of the recitation method in Islamic Religious Education and to explore teachers’ and students’ perceptions of its impact on learning. A qualitative descriptive approach was employed at SDN 3 Bajugan, Tolitoli Regency. The participants included the school principal, an Islamic Religious Education teacher, and fifth-grade students. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing. The findings revealed that the recitation method was implemented through three stages: task assignment, task completion, and task accountability. Both teachers and students perceived the method as enhancing classroom participation, learning responsibility, and engagement. Students also demonstrated improved understanding of the learning materials and greater confidence in performing religious practices. The study concludes that the recitation method has become an integral component of Islamic Religious Education instruction and is perceived as an effective strategy for promoting active learning and strengthening students’ responsibility. Abstrak: Pendidikan Agama Islam (PAI) berperan penting dalam mengembangkan pengetahuan, sikap, dan keterampilan keagamaan peserta didik. Pembelajaran di sekolah dasar memerlukan pendekatan yang mendorong partisipasi aktif dan tanggung jawab peserta didik. Salah satu metode yang digunakan adalah metode resitasi, yang mencakup pemberian tugas, pelaksanaan tugas, dan pertanggungjawaban hasil tugas. Penelitian ini bertujuan mendeskripsikan implementasi metode resitasi dalam pembelajaran Pendidikan Agama Islam serta persepsi guru dan peserta didik terhadap hasil belajar selama penerapannya. Penelitian menggunakan pendekatan deskriptif kualitatif di SDN 3 Bajugan, Kabupaten Tolitoli. Partisipan terdiri atas kepala sekolah, guru Pendidikan Agama Islam, dan peserta didik kelas V. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa metode resitasi diterapkan melalui tiga tahap, yaitu pemberian tugas, pelaksanaan tugas, dan pertanggungjawaban tugas. Guru dan peserta didik memandang metode ini mampu meningkatkan partisipasi belajar, tanggung jawab dalam menyelesaikan tugas, serta keterlibatan selama pembelajaran. Peserta didik juga menunjukkan pemahaman materi yang lebih baik dan kepercayaan diri yang lebih tinggi dalam praktik keagamaan. Penelitian ini menyimpulkan bahwa metode resitasi menjadi bagian penting dalam pembelajaran Pendidikan Agama Islam dan dipersepsikan efektif dalam mendukung pembelajaran aktif serta penguatan tanggung jawab peserta didik.

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