Morality

The article discusses the concepts of spirituality, morality, and personal qualities of students, reveals the essential characteristics of spiritual and moral education of students, and the importance of cooperation between parents and teachers in educational activities.

Moral education of the individual is a complex and multifaceted process that includes pedagogical and social phenomena. However, the process of moral education is to some extent autonomous. Moral education is effectively carried out only as a holistic pedagogical process that meets the norms of universal morality, the organization of all life and student life, including modern youth. As well as activities, relationships, communication, taking into account their age and individual characteristics. The result of a holistic process is the formation of a morally whole personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior. Moral education includes: the formation of students’ awareness of their connection with society, dependence on it, the need to coordinate their behavior with the interests of society; familiarization with moral ideals, requirements of society, proof of their legitimacy and reasonableness; transformation of moral knowledge into moral beliefs, creation of a system of these beliefs; formation of stable moral feelings, high culture of behavior as one of the main manifestations of respect for people; formation of moral skills. The content of education is understood as a system of knowledge, beliefs, skills, qualities and personality traits, stable behavioral habits that students should possess in accordance with the set goals and objectives. In today’s rapidly changing world, the ability to be independent and self-sufficient is increasingly recognized as a vital skill for success in various areas of life, including education. This is especially true for first-year university students, as they transition from the structured environment of high school to the more autonomous and demanding world of higher education. Developing independence skills in these students is crucial for their adaptation to the university environment and overall personal and academic growth. The concept of independence encompasses various aspects, including the development of autonomy and the development of skills that enable students to navigate the complexities of university life. Autonomy refers to the ability to make decisions, take initiative, and act independently, while the development of independence skills involves acquiring the necessary competencies to function effectively in the educational environment. The state of knowledge regarding the development of independence skills in first-year students is an area of ongoing research. Understanding the factors that contribute to the development of independence in students is essential for supporting them during this transition and enriching their overall educational experience.

Instruction of prayer fiqh in pesantren goes beyond merely teaching the procedures and regulations of worship, it also plays a role in shaping the religious attitudes and habits of the students. Therefore, it is necessary to examine how the material regarding the fiqh of prayer is understood and instilled, so that Islamic values can be applied in daily life. This research aims to analyze the internalization of Islamic education values in the prayer worship material in the book Fathul Qorib by Ibn Qasim al-Ghazi at Al Huda Kunduran Islamic Boarding School. The research uses a qualitative approach with a descriptive type. Data were obtained through observations of the Fathul Qorib learning process and interviews with the pesantren caretaker, ustadz, and santri. Data analysis was conducted through data condensation, data presentation, and drawing conclusions by comparing information from various sources. The research results show that the prayer material in Fathul Qorib includes obligatory conditions, valid conditions, pillars, Sunnah, things that invalidate prayer, the number of prayer units, congregational prayer, qashar and jama’, as well as several special prayers. The material serves as the foundation for instilling values of faith, discipline, responsibility, and morality. The internalization of values is carried out through classical learning, sorogan, habituation of congregational prayers, supervision, advice, and the exemplary behavior of caregivers and teachers. The process is supported by the pesantren environment, direct interaction with teachers, and a culture of collective learning. Meanwhile, the obstacles include differences in the ability to read religious texts, limited references, fatigue, and inconsistency among some students. The novelty of the research lies in revealing the connection between the fiqh of prayer material, the study of the Yellow Book, and the internalization of values until they are manifested in the religious habits of the students. The research results show that the study of Fathul Qorib not only strengthens the understanding of fiqh but also internalizes the values of faith, discipline, responsibility, and morality through learning, habituation, supervision, and exemplary behavior.

This article aims to analyze the problems faced by Islamic Religious Education (PAI) in shaping students’ morals amid the development of social media. This research employs a qualitative method with a library research approach by examining scholarly journals on digital morality, Islamic education, social media etiquette, teacher role modelling, and digital literacy. The literature synthesis indicates that social media has become an environment that can influence students’ values and behavior. The issues discussed include exposure to content that contradicts Islamic values, impolite communication, cyberbullying, dependence on peer approval, and the gap between students’ understanding of Islamic values and their application in digital behavior. Nevertheless, social media also has the potential to serve as a medium for moral education when used appropriately. This study emphasizes the importance of teacher role modelling, digital literacy, habituation of Islamic values, contextual learning, and collaboration among schools, families, and communities. The fundamental issue to consider is how to connect students’ religious understanding acquired through classroom learning with the application of moral values in everyday life, including their use of social media. Therefore, PAI learning should focus not only on religious knowledge but also on developing students’ ability to apply Islamic ethics critically, wisely, and consistently in digital spaces.

Education plays a crucial role in transforming individuals with negative behavior into those with good character, and one of the most important forms of education in this era is moral education. Moral education is not only relevant in addressing the challenges of globalization but also serves as a solution for developing strong personalities amidst the pervasive influence of foreign cultures and other negative aspects. This study aims to examine how moral education is implemented at SMP Muhammadiyah 9 Surabaya, a character-based school with the motto “Achievement with Morality.” The research adopts a qualitative ethnographic approach grounded in the naturalistic or phenomenological paradigm, utilizing observation, interviews, and documentation as data collection techniques. In shaping students' morals, the roles of teachers and parents are essential, particularly in monitoring all student activities. SMP Muhammadiyah 9 Surabaya offers various programs designed to build students' moral character, such as the Nine Superior Programs, extracurricular activities, and daily habituation practices at school."

آموزش نقش حیاتی در تبدیل افراد با رفتار منفی به افرادی با شخصیت نیکو ایفا می‌کند و یکی از مهم‌ترین اشکال آموزش در این عصر، آموزش اخلاق است. آموزش اخلاق نه تنها در مواجهه با چالش‌های جهانی‌شدن اهمیت دارد، بلکه به عنوان راه‌حلی برای پرورش شخصیت‌های قوی در میان تأثیرات فراگیر فرهنگ‌های بیگانه و سایر جنبه‌های منفی عمل می‌کند. هدف این پژوهش بررسی نحوه اجرای آموزش اخلاق در دبیرستان متوسطه اول محمدیه ۹ سورابایا، به عنوان مدرسه‌ای مبتنی بر شخصیت با شعار «موفقیت با اخلاق» است. این پژوهش با رویکرد کیفی قوم‌نگارانه و مبتنی بر پارادایم طبیعی‌گرایانه یا پدیدارشناسانه انجام شده و از مشاهده، مصاحبه و مستندسازی به عنوان فنون گردآوری داده‌ها استفاده شده است. در شکل‌دهی به اخلاق دانش‌آموزان، نقش معلمان و والدین به ویژه در نظارت بر تمامی فعالیت‌های دانش‌آموزان اساسی است. دبیرستان متوسطه اول محمدیه ۹ سورابایا برنامه‌های متنوعی را برای تقویت شخصیت اخلاقی دانش‌آموزان ارائه می‌دهد، از جمله نه برنامه برتر، فعالیت‌های فوق‌برنامه و تمرین‌های روزانه در مدرسه.

This study aims to analyze the role of Islamic Religious Education (IRE) teachers in forming students’ morality at SDN Bahalayung, Bakumpai, Barito Kuala, and to identify the internal and external factors that hinder this process. The study employed a descriptive qualitative approach involving the principal, IRE teacher, and students of Grades IV, V, and VI as research subjects. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that the IRE teacher performs four interconnected roles: role model, guide, motivator, and supervisor. These roles are implemented through exemplary behavior, advice, direct guidance, encouragement, habituation, behavioral monitoring, and educational sanctions. The main obstacles are students’ low moral awareness, differences in student characteristics, limited instructional time, insufficient parental support, and the influence of gadgets, social media, and unfavorable peer environments. The novelty of this study lies in its integrated analysis of the four teacher roles within a rural public elementary school context and its identification of digital exposure and family-school discontinuity as interconnected challenges to moral formation

این پژوهش با هدف تحلیل نقش معلمان آموزش دینی اسلامی (IRE) در شکل‌گیری اخلاق دانش‌آموزان دبستان دولتی بحالایونگ، باکومپای، باریتو کوالا و شناسایی عوامل درونی و بیرونی بازدارنده این فرایند انجام شده‌است. این مطالعه با رویکرد کیفی توصیفی و با مشارکت مدیر مدرسه، معلم آموزش دینی اسلامی و دانش‌آموزان پایه‌های چهارم، پنجم و ششم به عنوان افراد مورد پژوهش صورت گرفت. داده‌ها از طریق مشاهده، مصاحبه و اسناد گردآوری و با استفاده از کاهش داده‌ها، ارائه داده‌ها و نتیجه‌گیری تحلیل شدند. یافته‌ها نشان می‌دهد که معلم آموزش دینی اسلامی چهار نقش به‌هم‌پیوسته ایفا می‌کند: الگو، راهنما، انگیزه‌بخش و ناظر. این نقش‌ها از طریق رفتار الگویی، ارائه نصیحت، راهنمایی مستقیم، تشویق، عادت‌دهی، نظارت بر رفتار و اعمال تنبیهات تربیتی اجرا می‌شوند. مهم‌ترین موانع عبارت‌اند از: آگاهی اخلاقی پایین دانش‌آموزان، تفاوت ویژگی‌های فردی دانش‌آموزان، محدودیت زمان آموزشی، حمایت ناکافی والدین و تأثیر ابزارهای دیجیتال، شبکه‌های اجتماعی و محیط نامطلوب همسالان. نوآوری این پژوهش در تحلیل یکپارچه چهار نقش معلم در بستر مدرسه ابتدایی دولتی روستایی و شناسایی مواجهه دیجیتال و گسست خانواده‌ـ‌مدرسه به عنوان چالش‌های به‌هم‌پیوسته در شکل‌گیری اخلاق است.

The article examines Ahmad Donish’s pedagogical legacy through the problems of educating a perfect human being and developing moral education. It shows that his works Navodir ul-vaqoe, Me’yor ut-tadayyun, Risola dar nazmi tamaddun va taovun, and Devoni ash’or present knowledge, thinking, morality, labour, vocational preparation, and responsibility to society as interconnected dimensions of personal development. In Donish’s didactic views, perfection is interpreted not as a completed state but as a continuous process of self-development, expansion of knowledge, moral self-regulation, and socially useful activity. Special attention is given to his use of stories, examples, and situations from everyday life as means of moral instruction and reflective thinking. With appropriate source-critical caution, the article discusses the relevance of Donish’s legacy to contemporary education through the unity of knowledge, morality, and action, as well as the development of independent thought, professional responsibility, and ethical self-management.

این مقاله میراث آموزشی احمد دانش را از منظر مسائل تربیت انسان کامل و توسعه تربیت اخلاقی بررسی می‌کند. نشان داده می‌شود که آثار او از جمله نوادر الوقایع، معیار التدین، رساله در نظم تمدن و تعاون، و دیوان اشعار، دانش، تفکر، اخلاق، کار، آمادگی حرفه‌ای و مسئولیت در قبال جامعه را به عنوان ابعاد به‌هم‌پیوسته رشد فردی مطرح می‌سازند. در دیدگاه‌های آموزشی دانش، کمال نه به عنوان وضعیتی کامل‌شده، بلکه به عنوان فرایندی مستمر از خودپروری، گسترش دانش، خودتنظیمی اخلاقی و فعالیت اجتماعی سودمند تفسیر می‌شود. توجه ویژه‌ای به بهره‌گیری او از حکایات، مثال‌ها و موقعیت‌های زندگی روزمره به عنوان ابزار آموزش اخلاقی و تفکر تأملی معطوف شده است. با رعایت احتیاط‌های لازم در نقد منابع، مقاله به بررسی اهمیت میراث دانش برای آموزش معاصر از طریق وحدت دانش، اخلاق و عمل، همچنین توسعه تفکر مستقل، مسئولیت حرفه‌ای و خودمدیریتی اخلاقی می‌پردازد.

This research explores perceptions of online gambling expressed in comments on the “BET” documentary on YouTube. It examines how these perceptions relate to social decay, identifies potential risks, and proposes solutions. This qualitative study analyses user comments posted on YouTube following the release of the “BET” documentary. A total of 4,120 comments were collected using MAXQDA, of which 2,873 were included in the analysis. An inductive coding process was used to identify themes emerging from the comments, and intercoder agreement was calculated at 81.5%. The findings indicate that commenters associate online gambling with social decay through interconnected themes of erosion of trust, the gambling cycle, institutional and normative gaps, digital cultural hybridisation, identity fragmentation and digital self, and situational and instrumental morality. The findings also reflect concerns regarding financial losses, loss of social status, changes in social norms, and potential risks to younger generations. The study recommends strengthening preventive and regulatory measures, including digital financial monitoring, safeguards and transaction limits for high-risk gambling-related activities, digital media literacy, and the incorporating future risks associated with online gambling into the strategic documents of public institutions and organisations.

این پژوهش به بررسی ادراکات مرتبط با قمار آنلاین که در نظرات کاربران درباره مستند «BET» در یوتیوب بیان شده‌اند، می‌پردازد. این مطالعه نحوه ارتباط این ادراکات با فروپاشی اجتماعی را بررسی کرده، خطرات بالقوه را شناسایی نموده و راهکارهایی را پیشنهاد می‌دهد. این مطالعه کیفی، نظرات کاربران منتشرشده در یوتیوب پس از انتشار مستند «BET» را تحلیل می‌کند. در مجموع ۴٬۱۲۰ نظر با استفاده از نرم‌افزار MAXQDA گردآوری شد که از این میان ۲٬۸۷۳ نظر در تحلیل وارد شدند. فرایند کدگذاری استقرایی برای شناسایی مضامین برآمده از نظرات به کار گرفته شد و میزان توافق میان کدگذاران ۸۱٫۵٪ محاسبه گردید. یافته‌ها نشان می‌دهند که کاربران، قمار آنلاین را از طریق مضامین به‌هم‌پیوسته‌ای چون فرسایش اعتماد، چرخه قمار، خلأهای نهادی و هنجاری، ترکیب فرهنگی دیجیتال، گسست هویتی و خود دیجیتال، و اخلاق موقعیتی و ابزاری با فروپاشی اجتماعی مرتبط می‌دانند. همچنین یافته‌ها نگرانی‌هایی درباره زیان‌های مالی، از دست دادن جایگاه اجتماعی، تغییر هنجارهای اجتماعی و خطرات بالقوه برای نسل‌های جوان‌تر را منعکس می‌کنند. مطالعه حاضر تقویت اقدامات پیشگیرانه و نظارتی از جمله پایش مالی دیجیتال، تدابیر حفاظتی و تعیین سقف تراکنش برای فعالیت‌های پرخطر مرتبط با قمار، سواد رسانه‌ای دیجیتال و گنجاندن خطرات آینده قمار آنلاین در اسناد راهبردی نهادها و سازمان‌های عمومی را توصیه می‌کند.