The Shift in the Authority of Islamic Religious Education: A Qualitative Content Analysis on Online Religious Teaching
Maemonah, Sigit Purnama, Rohinah, Hafidh 'Aziz, Abda Billah Faza Muhammadkan Bastian, Ahmad Syafii
Abstract: The COVID-19 pandemic has changed people’s social behavior in various fields, especially education and religion. Religious learning activities through social media have increased along with the shift from offline to online learning. Restrictions on physical activity encourage increased online activity. Religious education and teaching began to shift from traditional face-to-face to online teaching. Educational institutions no longer monopolize Islamic religious education. This study examines the shift in religious education authority due to the COVID-19 pandemic. This study has analyzed videos of popular religious studies broadcast on social media, YouTube, and Facebook using a qualitative content analysis method. This study finds that the shift in the authority of religious education can be seen in three aspects: popularity, themes, and learning models. The findings of this study indicate the weakness of traditional educational paradigms and authorities and the opening of new spaces for religious learning. This study complements previous work on Islamic religious education authorities.
Keywords Islamic education, online learning, COVID-19, authority, content analysis
Recommended APA Citation: Maemonah, M., Purnama, S., Rohinah, R., 'Aziz, H., Bastian, A. B., & Syafii, A. (2022). The Shift in the Authority of Islamic Religious Education: A Qualitative Content Analysis on Online Religious Teaching. The Qualitative Report, 27(9), 1830-1846. https://doi.org/10.46743/2160-3715/2022.5325
Do parenting styles and religious beliefs matter for child behavioral problem? The mediating role of digital literacy
Sigit Purnama, Agus Wibowo, Bagus Shandy Narmaditya, Qonitah Faizatul Fitriyah, Hafidh Aziz
DOI: https://doi.org/10.1016/j.heliyon.2022.e09788
Abstract: Behavioral problems in children are a global issue, and it has attracted scholars in both developed and developing countries. This study aims to examine religious beliefs and parenting styles in predicting children’s behavioral problems, as well as investigate the mediating role of digital literacy to explain this relationship. This research adopted a quantitative approach based on the questionnaire provided to parents with different religious backgrounds who participated in the online survey. From a methodological perspective, we followed SEM-PLS to analyze and raise the comprehension of the phenomenon studied. The findings indicate that religious beliefs can affect authoritarian parenting styles and negatively influence digital literacy. However, religious beliefs failed in explaining children’s negative behavior. This research also notes the role of parenting style in driving children’s digital literacy and children’s behavior. Meanwhile, digital literacy does not influence children’s negative behavior. This study provides a sharpening of previous research on the theme of religious beliefs and parenting styles, as well as contributes to science related to the digital literacy and behavior of children.
Keywords: Digital literacy, Children behavior, Parenting style, Religious beliefs
Emotional Intelligence Online Learning and its Impact on University Students’ Mental Health: A Quasi-Experimental Investigation
Nor Firdous Mohamed, Priyalatha Govindasamy, Bahbibi Rahmatullah and Sigit Purnama
Pertanika Journal of Social Science and Humanities, Volume 30, Issue 2, June 2022
DOI: https://doi.org/10.47836/pjssh.30.2.13
Abstract: This study has two aims: first, to compare the effectiveness of emotional intelligence intervention through online learning versus face-to-face (traditional) learning methods among undergraduate students at a local university in Malaysia. Second, it assesses the impact of emotional intelligence learning on students’ mental health improvement. It is a 2 x 3 factorial quasi-experimental (online learning) using an equivalent control group (face-to-face learning) pre-post-test. Both experimental and control groups comprised 40 students, respectively. The study is set in a classroom and several computer labs in the designated university e-learning facilities. Mixed ANOVA repeated measures analysis results indicate that the online learning group shows no difference from the face-to-face learning group in emotional intelligence learning. Despite that, this study significantly impacts the growth of emotional intelligence skills on students’ mental health among online learning groups. In addition, there is improvement in students with depression over seven weeks of pre-post-test. We propose online learning to be as effective as face-to-face learning in teaching emotional intelligence in light of these findings. We further argue that online learning is more accessible and meaningful to undergraduate students’ emotional intelligence. This study suggests that emotional intelligence is a crucial skill for students to maintain optimal mental health during their studies. Nevertheless, further investigation is needed to develop a feasible and cost-effective online learning medium accessible to students of all backgrounds.
Keywords: Emotional intelligence, mental health, online learning, undergraduates
The effects of multiple intelligences theory on learning success: A meta-analysis in social science
Ahmad Syafii, Imam Machali, Nur Hidayanto Pancoro Setyo Putro, Heri Retnawati, Hafidh 'Aziz
DOI: https://doi.org/10.11591/ijere.v11i2.22223
Abstract: Scholars have widely discussed meta-analysis studies on the theory of multiple intelligences. However, no research explicitly discusses the theory of multiple intelligences in the development of social science. This study determined the effectiveness of multiple intelligences on learning achievement in social studies. For this reason, researchers compiled a study that has been carried out to determine the effectiveness of multiple intelligences in meta-analysis. This study used a meta-analysis method. There are six articles used in the study based on the inclusion-exclusion criteria. The meta-analysis findings revealed that multiple learning intelligence had a modest and optimistic impact on students’ social science performance. This study also revealed the magnitude of the effect of multiple intelligence-based learning based on moderator variables at the level of education, treatment implementation time, and type of subject. The research findings provide suggestions for the development of research on multiple intelligence studies in the future.
Keywords Learning success; Meta-analysis; Multiple intelligence; Social science
Parenting Patterns for Developing Early Childhood Multiple Intelligences: A Study of Phenomenology in Indonesia
M. Fadlillah, Rochmat Wahab, Yulia Ayriza, Lailatu Rohmah, Erif Ahdhianto
Universal Journal of Educational Research 8(11B): 5704-5715, 2020 https://www.hrpub.org
DOI: 10.13189/ujer.2020.082204
Abstract: The potential of multiple intelligences of early childhood possessed from birth will be able to develop optimally when they get the right parenting patterns from their parents. Unfortunately, there are still many parents, especially in Java who do not understand it, so parenting tends to be careless. On the other hand, related research is still very limited. This research aimed to explore parenting patterns by parents in developing multiple intelligences in early childhood. This research used qualitative methods with a phenomenological approach to uncover this phenomenon. Data collection was carried out by in-depth and open interviews with three parents who have early childhood with excellence and achievements in the field of multiple intelligences. Data analysis used a phenomenological qualitative analysis. This research indicates that there are three main themes of parenting patterns, namely: 1) identification of children's interests and talents: done by parents intensively by observing activities that are preferred and become children's excellence intensively; 2) the demandingness and responsiveness of parents in developing children's multiple intelligences: Parents' high demandingness and responsiveness can develop early childhood multiple intelligences; and 3) the development and stimulation of multiple intelligences: parents stimulate the children's multiple intelligences talents by having children take a course and various competition activities that are appropriate to their abilities. In short, our research shows that balanced demands and responses from parents are required so that the multiple intelligences can develop optimally so that they will be able to make the expected abilities and achievements.
Keywords: Parenting, Interests and Talents, Multiple Intelligences, Early Childhood
Online learning and child abuse: the COVID-19 pandemic impact on work and school from home in Indonesia
Suyadi and Issaura Dwi Selvi
DOI: https://doi.org/10.1016/j.heliyon.2022.e08790
Abstract: The Indonesian government has made a policy requiring parents and children to work and study from home (WFH) during the COVID-19 pandemic. Although this policy was meant to limit the spread of the virus and its effects, it has caused psychological trauma, increased stress on parents, and raised child abuse. Therefore, this study aimed to examine the issue of child abuse during online learning, its underlying factors, and its implications on children's mental health. A descriptive qualitative method was used along with a survey technique utilizing Google Forms, involving 317 parents as respondents. The results showed that there was physical, emotional, and verbal child abuse and negligence during online learning. This happened because children were often assumed of neglecting studies and misusing gadgets. Furthermore, the stress levels in parents increased due to the dual role, i.e, working and being teachers at home.
Keywords: COVID-19, Child abuse, Early childhood, Online learning
Does digital literacy influence students’ online risk? Evidence from Covid-19
Sigit Purnama, Maulidya Ulfah, Imam Machali, Agus Wibowo, Bagus Shandy Narmaditya
DOI: https://doi.org/10.1016/j.heliyon.2021.e07406
Abstract: The adoption of online-based learning and the internet has had both a positive impact on students. This study aims to understand how digital literacy, parental mediation, and self-control affects online risk during the Covid-19 pandemic in Indonesia. This paper elaborated a quantitative method with SEM-PLS to raise the comprehension of the phenomenon studied. A questionnaire was voluntarily responded to approximately 300 elementary school students who engaged in online-based learning. The structural equation modeling estimation indicates that digital literacy, parental mediation, and self-control influences online risk. However, parental mediation failed in promoting students' self-control. These findings suggest that both digital literacy and parental mediation needs to be penetrated to reduce the impact of online risk in the teaching and learning process. This is the first step for schools and parents’ alertness in assisting and considering the appropriate and safe media using technology.
Keywords: Digital literacy, Parental mediation, Self-control, Online risk