GHAITSA : Islamic Education Journal

Parenting and Children's Moral Values in the Gadget Era: A Rural Ethnographic Study

2026-05-19T22:51:04+07:00

The development of digital technology has influenced parenting patterns and the process of moral value formation within families. The increasing use of gadgets by children poses new challenges for parents in maintaining the process of moral value internalisation. This study aims to understand the dynamics of parenting in instilling moral values in children amid the use of gadgets in Talang Donok Village. The study uses a qualitative approach with ethnographic methods to explore parenting practices, social interactions, and community experiences in everyday life. Data was obtained through participant observation, in-depth interviews with parents, children, community leaders, and religious leaders, as well as documentation of the community's social and religious activities. The results of the study show that the family remains the primary environment in the process of internalising moral values through strategies such as giving advice, instilling positive behaviour, parental role modelling, and supervising gadget use. In addition, the social environment and religious activities of the community also play a role in strengthening the character building of children. However, the increasing use of gadgets in some cases reduces children's involvement in social and religious activities. Therefore, the active role of families and communities is needed in directing the use of digital technology so that it remains in line with the formation of moral values in children.

Challenges in Tahfidz Al-Qur’an Learning: A Study of Students at Nurul Fikri Islamic Integrated Elementary School, Bengkulu City

2026-05-19T22:54:19+07:00

This study aims to analyze the challenges faced in the implementation of Tahfidz Al-Qur’an learning among students at Nurul Fikri Islamic Integrated Elementary School, Bengkulu City. Tahfidz Al-Qur’an learning plays an important role in strengthening students’ religious character and improving their ability to memorize the Qur’an from an early age. However, in practice, various obstacles often emerge that affect the effectiveness of the learning process. This research employed a qualitative approach with a case study design. Data were collected through classroom observations, interviews with teachers and students, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The results of the study indicate that several challenges were encountered in the implementation of Tahfidz Al-Qur’an learning, including students’ varying memorization abilities, limited learning time, lack of students’ motivation and concentration, and differences in parental support at home. In addition, teaching strategies and the availability of learning resources also influence the effectiveness of the Tahfidz program. Therefore, teachers need to apply appropriate strategies, provide motivation, and collaborate with parents to support students’ memorization progress. This study contributes to understanding the challenges of Tahfidz learning and provides insights for improving Qur’an memorization programs in Islamic elementary schools.

Challenges Faced by Instructors in Implementing Non-Formal Islamic Religious Education Integrated with Religious Moderation in Suro Bali Village, Ujan Mas Sub-District, Kepahiang Regency

2026-05-20T00:14:21+07:00

This study investigates the challenges faced by non-formal Islamic education instructors in integrating religious moderation (moderasi beragama) values at the village level. Conducted in Suro Bali Village, Ujan Mas Sub-district, Kepahiang Regency — a unique community where Muslim and Hindu residents coexist harmoniously — this research employs a descriptive qualitative approach through observation, documentation, and in-depth interviews with 17 students and 3 instructors. The findings reveal that non-formal Islamic Education (PAI) in Suro Bali is implemented through a textual-contextual approach that connects Quranic teachings with local social realities. However, instructors face significant internal problems, including limited methodological competence in teaching moderation creatively, psychological burdens in maintaining narrative neutrality, and dual-role workloads as community figures. External challenges include a lack of contextual teaching modules relevant to the local multicultural setting, minimal digital infrastructure, and insufficient institutional support in the form of structured training for non-formal instructors. Despite these constraints, instructors independently improvise using local wisdom as instructional media, maintain personal dialogue with Hindu religious leaders, and develop digital literacy as a counter-narrative to intolerant content on social media. This study recommends structured capacity-building programs for non-formal Islamic education instructors in religiously diverse rural areas.