e-Jurnal Universitas Islam Negeri Raden Mas Said
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Decoding the Visual and Theoretical Blind Spots in Islamic Advertising: A Bibliometric Synthesis (2015–2025)
Get PDFOver the past decade, Islamic advertising has gained academic attention, yet its theoretical and visual aspects remain underexplored. This study conducts a bibliometric synthesis of 90 peer-reviewed articles (2015–2025) retrieved from Dimensions.ai using a Boolean search combining “Islamic advertising” OR “Halal advertising” with symbolic and theoretical terms. Data were analyzed through VOSviewer 1.6.20 to map trends, collaboration, citation, and thematic clusters. The bibliometric approach was chosen for its capacity to identify conceptual and representational gaps beyond qualitative reviews. Findings show a dominance of behavioral and ethical models, while communication theory, visual semiotics, and audience reception remain marginal. Future studies are encouraged to integrate akhlaq and maslahah with communication and visual theory to enrich symbolic and audience-centered perspectives on Islamic advertising
YUK NGAJI: DIGITALIZATION OF GENERATION Z’S RELIGIOUS ACTIVITIES ON INSTAGRAM ACCOUNT
Get PDFReligious teachings are increasingly disseminated through digital media, particularly among Indonesia’s Generation Z, who actively engage with platforms like Instagram. However, existing studies primarily focus on the effectiveness of digital da’wah rather than how Gen Z interprets and internalizes religious content in these spaces. Addressing this gap, this study examines how Gen Z constructs meaning from digital da’wah through an ethnographic analysis of the Instagram accounts @yukngajipku and @yukngajijogja over a one-year period (January–December 2023), analyzing 297 and 369 posts, respectively. Findings reveal three key themes: the visualization of religious joy, where Islamic teachings are presented engagingly; volunteerism as a marker of religious observance, emphasizing activism as a faith-driven commitment; and the intimacy of the hijrah community, fostering a sense of belonging. Unlike previous studies focused on message dissemination, this research highlights the identity-shaping role of digital da’wah, demonstrating that Gen Z actively engages in religious meaning-making. The findings offer practical implications for digital da’wah practitioners, emphasizing the need for engaging, visually driven, and community-oriented content to sustain youth involvement. For religious educators, this study underscores the importance of incorporating interactive and relatable digital strategies to enhance religious learning. Policymakers can utilize these insights to develop media literacy initiatives that equip Gen Z with the critical thinking skills necessary to navigate digital religious content responsibly
Integrating Buddhist values into educational management: The role of self-management in enhancing educational motivation in inland Buddhist communities
Get PDFThis study explores the intersection of educational management, societal life, and educational motivation within inland Buddhist communities in Lampung and South Sumatra Provinces, Indonesia. It examines how these communities integrate their cultural and religious identities into educational practices and management, shaping their motivation for learning despite geographical and motivational challenges. The Buddhist way of life, rooted in the teachings of the Buddha, fosters self-management and mindfulness, which influence their educational aspirations. Living in isolated inland settlements, these communities develop unique self-management skills through practices like six concords and mindfulness, which enhance their capacity for education. A quantitative survey method was employed, involving 210 respondents selected based on specific quality criteria. Data were collected using questionnaires and analyzed through path analysis with SPSS 26. The findings reveal significant relationships between mindful living, the six Buddhist concords, self-management, and educational motivation. The study underscores that integrating community life situations, cultural values, and Buddhist teachings into educational management policies can enhance educational motivation. The research suggests that education policies should align with societal contexts to promote higher education standards while fostering self-management skills. By leveraging Buddhist principles and mindfulness, these communities can transform their views on education, overcoming barriers associated with their geographic and motivational constraints. This study highlights the role of cultural and religious values in educational development and provides actionable recommendations for tailoring educational management to community needs, fostering societal progress and deeper engagement with education
Shifting Religious Practices: The Impact of Digitalization on Islamic Rituals in Indonesian Pesantren
No full textThis study aims to analyze the effectiveness of religious digitalization within Indonesian Muslim communities. Practices such as online communal prayers, online tahlil, online istighosah, and online religious lectures have become new forms of religious traditions in the post-COVID-19 pandemic era. However, some Muslim communities reject these digitalized forms of religiosity for fundamental reasons. The findings reveal that the rejection of religious digitalization is influenced by three main factors. First, concerns over the loss of authenticity in religious texts within the digital realm. Second, apprehensions regarding the shift of religious authority from classical scholars to digital-based preachers or ulama. Third, fears of religious desacralization, where the sacred values of religion are perceived to be replaced by the realities of digital media. This study provides essential insights into the challenges of integrating digital technology with traditional religious practices and fosters further discussion on the implications of digital transformation for religiosity in the modern era
Analisis Laporan Keuangan Dalam Mengukur Kinerja Keuangan BAZNAS Provinsi Sumatera Barat Periode 2020-2022
Get PDFThe aim of this research is to analyze and measure the financial performance of the National Amil Zakat Agency (BAZNAS) in West Sumatra Province from 2020 to 2022. This study uses the strategic study center of BAZNAS to calculate activity ratios, efficiency ratios, amil fund ratios, and growth ratios. Quantitative data from the financial reports of BAZNAS in West Sumatra Province for the years 2020–2022 are used. In this research, data were collected through observation and documentation using descriptive quantitative techniques. As a result of the activity ratio analysis, BAZNAS in West Sumatra Province is considered quite effective in the distribution and collection of Zakat, Infaq, and Sedekah (ZIS) funds. While the operating cost ratio to amil rights and the operating cost ratio to total amil rights are inefficient, the efficiency ratio also shows fairly efficient results. However, the collection ratio, human resource cost ratio, and amil fund ratio show good results. Meanwhile, the growth ratio shows less favorable results, with both the collection and distribution growth ratios showing suboptimal outcomes
Financial Literacy and Cognitive Biases: Key Determinants of Gen Z Investment Choices
Get PDFThis study investigates the influence of financial literacy and cognitive biases on investment decisions among Gen Z investors in Indonesia. A cross-sectional descriptive survey design was employed, guided by a positivist epistemology. Data were collected from 229 respondents through an online questionnaire and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to test the hypotheses. The results reveal that financial literacy and cognitive biases significantly impact investment decisions. Higher financial literacy is associated with more rational and informed investment choices. Conversely, cognitive biases, including hindsight bias and the illusion of control, strongly influence decision-making processes. These findings highlight the importance of targeted financial education programs to enhance financial literacy and reduce the effects of cognitive biases, enabling Gen Z investors to make better financial decisions. This study provides valuable insights for policymakers and educators to support the financial well-being of the younger generation
Investigating the Impact of Technology Acceptance Factors on Digital Payment Interest
Get PDFThis study aims to analyze the factors influencing interest in using digital payment systems by applying the Technology Acceptance Model 2 (TAM 2) approach. The research population consists of students at UIN Sunan Kalijaga Yogyakarta who use digital payment services. Data collection was conducted through an online questionnaire distributed via Google Forms, resulting in a sample of 165 respondents who met the research criteria. The collected data were then analyzed using the SmartPLS 3.0 application to test the proposed hypotheses. The findings reveal that seven out of ten hypotheses were accepted, while three hypotheses were rejected. The study highlights the significant impact of subjective norms, image, job relevance, output quality, and perceived usefulness on students' interest in using digital payments. However, certain variables, such as perceived ease of use, were found to have no significant effect on perceived usefulness. These results provide valuable insights into the factors driving digital payment adoption among students, emphasizing the role of social influence, perceived benefits, and system efficiency. The study contributes to a deeper understanding of digital payment acceptance and offers recommendations for improving adoption strategies
Strengthening holistic assessment in Islamic religious education: Cognitive, psychomotor, and affective domains
No full textAssessment in Islamic Religious Education (Pendidikan Agama Islam/PAI) plays a crucial role in fostering not only students’ cognitive achievement but also their practical religious skills and moral character. However, implementing holistic assessment across cognitive, psychomotor, and affective domains remains challenging within real school contexts. This study aims to examine barriers, strategies, and contextual factors influencing the implementation of PAI assessment at the junior secondary level. Employing a qualitative instrumental case study design, the study involved four PAI teachers at a public junior secondary school in Bandung, Indonesia. Data were collected through semi-structured interviews and document analysis, and analyzed inductively using Miles and Huberman’s interactive model with source and method triangulation to ensure trustworthiness. The findings reveal that cognitive assessment is constrained by students’ heterogeneous abilities and limited instructional time; psychomotor assessment is challenged by uneven student readiness and insufficient foundational religious skills; while affective assessment is hindered by subjectivity, diverse student attitudes, and the absence of standardized assessment guidelines. These domain-specific challenges are further compounded by contextual factors such as weak Qur’anic literacy, limited parental support, student absenteeism, and conflicts with school agendas. Despite these obstacles, teachers adopted adaptive strategies including differentiated assessment, remedial support, peer tutoring, parental collaboration, and integration of assessment into daily religious practices. The study concludes that effective PAI assessment requires a holistic, adaptive, and collaborative approach that integrates all learning domains while remaining sensitive to socio-religious and institutional contexts. The findings highlight implications for teacher professional development, refinement of assessment rubrics, and supportive school policies to strengthen sustainable and authentic PAI assessment practices
The Analyze of Bars Model Structure Principal Supervision for Staffs and Teachers at School Administration Transparancy
No full textThis study examines the application of the Behaviorally Anchored Rating Scales (BARS) model in principal supervision and its contribution to staff and teacher performance as well as school administration transparency. Employing a qualitative descriptive approach, the research draws on a structured literature review, limited observations, and contextual analysis of school administrative practices in Indonesia. The findings indicate that the integration of the BARS model into school supervision enhances administrative objectivity by anchoring performance evaluations to observable behaviors, thereby reducing subjectivity and performance deviations. The study further reveals that the presence of a School Performance Operator as an administrative liaison strengthens communication, accountability, and trust between school leadership, staff, and teachers. Additionally, BARS-based supervision supports transparent decision-making processes and fosters a participatory administrative culture within schools. These results suggest that the BARS model serves not only as an evaluative tool but also as a developmental framework that promotes performance stability and institutional transparency. The study contributes to the discourse on educational administration by highlighting the importance of structured, behavior-based supervision models in improving governance and accountability in school settings
Personal Financial Management Among University Students and Its Impact on Consumeristic Behavior
No full textObjective: This study aims to examine how students manage personal finances within a digitally driven culture and to analyze the extent to which financial literacy and social media exposure influence consumptive behavior and impulsive buying tendencies. Method: The research employs a qualitative-analytical approach through a critical review of recent empirical literature, interpreted using contemporary frameworks of digital consumer behavior that integrate economic, psychological, social, and digital perspectives. Result: The analysis shows that students’ consumptive behavior is shaped not only by limited financial literacy but also by algorithm-driven digital environments, social media pressures, weak self-control, and the internalization of digital lifestyle values. The accessibility of online transactions and pay-later services further blurs the boundary between needs and wants, intensifying consumption beyond students’ financial capacity. Conclusion: The study proposes a contextualized financial literacy framework for Gen Z that integrates cognitive, emotional, and social dimensions. Strengthening financial education through holistic and digitally responsive approaches is essential for universities and educational institutions to promote healthier, more sustainable financial habits among students in the contemporary digital ecosystem