Asep Bambang Susanto, Muhammad Ichsan Zaini, M. Faiz Ramadhan, Ahmad Hadi Setiawan, Dimas Alan Saputra
Country:
ID
EG Religious moderation is a strategic issue in the life of Indonesian society which is religiously pluralistic, cultural, and social. Education has an important role in instilling the values of religious moderation, especially through the learning of Islamic Religious Education (PAI) in Junior High Schools (SMP) which is in the phase of character formation of students. This study aims to describe and analyze the internalization of the value of religious moderation in PAI learning in junior high school, as well as identify the forms, strategies, and factors that affect its implementation. This research uses a qualitative approach with the type of library research. Data was obtained from various library sources in the form of books, scientific journals, and relevant policy documents, then analyzed using content analysis techniques. The results of the study show that the value of religious moderation internalized in PAI learning includes middle attitude (wasathiyyah), tolerance (tasāmuh), justice ('adālah), and balance (tawāzun). The internalization of these values is carried out through the integration of cognitive, affective, and behavioral aspects of students with a dialogical, contextual, and participatory learning approach. PAI learning that integrates the value of religious moderation consistently contributes positively to the formation of moderate, tolerant, and inclusive religious attitudes in students. However, the internalization process still faces various obstacles, such as the dominance of cognitive approaches, limited learning time, and the influence of the social environment and digital media. Therefore, education policy support, teacher competency improvement, and synergy between schools, families, and the community are needed to strengthen the internalization of the value of religious moderation in PAI learning in a sustainable manner.
Nayla Aulita Ginting, Nur Azira Ghifari, Rega Permana Heriadi, Firman Robiansyah
Country:ID The rapid expansion of digital technology and social media has intensified Fear of Missing Out (FoMO) among Muslim youth, creating challenges for moral development in the digital era. Previous studies have primarily examined FoMO from psychological, consumption, mental health, and self-moderation perspectives, while its relationship with Islamic moral formation remains limited. This study aims to analyze FoMO as a challenge to Muslim youth’s moral development from the perspective of Islamic education. Using a qualitative library research approach, this study reviewed relevant literature published between 2020 and 2026 through Google Scholar. The findings indicate that FoMO is associated with digital anxiety, social comparison, excessive social media use, consumptive behavior, weakened self-discipline, and dependence on external validation. These conditions may weaken qana'ah, gratitude, tawakkal, and sincerity. The study highlights the importance of integrating digital literacy, Qur’anic and Prophetic values, wasathiyyah, family support, and spiritual awareness in Islamic moral education.
Amin Munawar, Hamdanah, Eneng Sunani, Syaefulloh
Country:ID The study of Gharaib Al-Qur’an is highly important and offers significant benefits. This study examines the learning objectives, curriculum content, instructional stages, learning outcomes, and supporting and inhibiting factors. A qualitative method using a case study approach was employed. Data were collected through interviews, observations, and documentation, with validity established through triangulation. Data analysis followed the Miles, Huberman, and Saldana framework. The findings reveal that Gharaib instruction aims to reinforce and expand memorization, enhance comprehension and analytical abilities, and improve recitation quality. The curriculum incorporates materials from the Ummi Method and the Alfiyah book. Instruction is implemented through seven stages and five core activities. The outcomes include improved memorization, deeper understanding and proficiency in reading gharaib verses, enhanced analytical skills, and strengthened Quranic recitation. Supporting and inhibiting factors encompass institutional support, facilities, teacher competence, instructional methods, and quality assurance. These findings provide practical guidance for effective Gharaib Al-Qur’an instruction.
Nursukma Suri, Shafiya Iftitah Rahmani, Hana Afifah Purba
Country:ID This study analyzes how women's identity is reflected through language in the Saudi Arabian film Norah (1996). Using the framework of Gender Sociolinguistics, especially the theories of Robin Lakoff and Deborah Tannen, this research examines the differences in speech styles between male and female characters. The study uses a qualitative descriptive method and focuses on the film's dialogue to identify linguistic features such as hedges, politeness strategies, indirect speech, and forms of dominance. The findings show that Norah uses language that is soft, careful, and indirect, which reflects the restricted social position of women in a patriarchal society. Meanwhile, male characters use more direct and controlling language. The film also illustrates how language can become a space for subtle resistance, as Norah's speech develops and becomes more expressive throughout the story. Overall, the study highlights that language in Norah not only serves as a means of communication but also becomes a medium for negotiating power, social roles, and female identity in the cultural context of 1990s Saudi Arabia.
Muhammad Farizal Amri
Country:ID The integration of Interactive Flat Panels (IFPs) into classroom instruction requires not only teacher readiness but also institutional conditions that enable sustained use. This study explores how Islamic Religious Education (IRE) teachers’ technological and pedagogical readiness intersects with institutional support, device access, and IFP implementation in two Indonesian public senior high schools. Employing a qualitative multiple-case study design, data were obtained from five written interview records involving two IRE teachers, two vice principals for curriculum, and one school principal. Thematic and cross-case analyses identified four themes: the readiness–implementation gap, subject-specific pedagogical integration, institutional support and professional learning, and constraints on sustained technology access. Findings reveal that teachers demonstrated basic technological familiarity and positive attitudes toward IFP integration, yet routine implementation remained limited. Despite professional development and technical assistance, both schools possessed only one IFP in a shared instructional space, creating scheduling conflicts, competing institutional priorities, and preparation challenges. Intermittent internet connectivity further constrained implementation in one school. Integrating TPACK and an ecological perspective, this study highlights institutional access as a critical dimension connecting teacher readiness with classroom implementation, emphasizing the need to align professional development with practical opportunities for sustained technology integration.
