Conceptual Model of E-Learning Flipped Classroom Based on Wasathiyyah Values: A New Paradigm for Preventing Digital Extremism among Islamic Religious Education Students
DOI:
https://doi.org/10.51468/jpi.v8i1.1576Keywords:
E-Learning Flipped Classroom Wasathiyyah Digital Extremism Islamic Religious Education Conceptual ModelAbstract
ABSTRACT
The increasingly massive spread of digital extremism among university students poses a serious challenge to Islamic Religious Education (PAI) learning in higher education. Thus far, PAI learning has heavily relied on conventional, teacher-centered approaches, while the utilization of Learning Management Systems (LMS) remains suboptimal. This study aims to formulate a Conceptual Model of E-Learning Flipped Classroom (ELFC) based on Wasathiyyah values as an effort to prevent digital extremism among PAI students. This study employs an exploratory qualitative approach using the library research method, and data analysis is conducted through qualitative content analysis of literature on educational technology and religious moderation. The results formulate a learning model that integrates four wasathiyyah values (Tawazun, I'tidal, Tasamuh, and Syura) into three learning phases: (1) Asynchronous Phase (Ta'aruf and Tafakkur); (2) Synchronous Phase (Mudzakarah and Syura); and (3) Post-Class Phase (Muhasabah and Aksi), which is the stage for self-evaluation and the production of counter-narratives on social media. This study indicates that the model encourages a shift in the lecturer's role from a material deliverer to a discussion facilitator, while simultaneously enhancing students' Higher-Order Thinking Skills in responding to contemporary religious issues. This conceptual model offers practical guidance for transforming the function of the campus LMS from a mere repository of teaching materials into a space that actively shields students from exposure to extreme ideologies.
References
Adnan, M., & Amaliyah, A. (2021). Radicalism VS Extremism: The Dilemma of Islam And Politics In Indonesia. JURNAL ILMU SOSIAL, 1(1), 24–48. https://doi.org/10.14710/jis.1.1.2021.24-48
Ahmmad, M., Shahzad, K., Iqbal, A., & Latif, M. (2025). Trap of Social Media Algorithms: A Systematic Review of Research on Filter Bubbles, Echo Chambers, and Their Impact on Youth. Societies, 15(11), 301. https://doi.org/10.3390/soc15110301
Aini, P. N., Bahiyah, Q. E., & Azis, A. (2025). Peran Pendidikan Holistik Pada Pendidikan Agama Islam Dalam Membangun Psikososialpeserta Didik Di Era Digital. Qolamuna: Keislaman, Pendidikan, Literasi dan Humaniora, 2(1), 61–70.
Ajizah, I., & Munawir, M. (2021). Urgensi Teknologi Pendidikan: Analisis Kelebihan Dan Kekurangan Teknologi Pendidikan Di Era Revolusi Industri 4.0. https://www.semanticscholar.org/paper/Urgensi-Teknologi-Pendidikan-%3A-Analisis-Kelebihan-Ajizah-Munawir/7a32d695e40ed5335215e17279da8c283ca438eb
Ardina Maharani, Ida Fitriyah, Isti Faiyah, & Kenang Agus Mulyadi. (2025). Moderasi Beragama Melalui Pendidikan Agama Islam. Journal of Innovative and Creativity, 6(1), 442–451.
Baumann, F., Lorenz-Spreen, P., Sokolov, I. M., & Starnini, M. (2020). Modeling Echo Chambers and Polarization Dynamics in Social Networks. Physical Review Letters, 124(4), 048301. https://doi.org/10.1103/PhysRevLett.124.048301
Cham Is Na Uy, NurulAfiqah, & Gusmaneli Gusmaneli. (2025). Pemanfaatan Teknologi Digital dalam Pengembangan Desain Pembelajaran Pendidikan Agama Islam. IHSAN : Jurnal Pendidikan Islam, 3(4), 1031–1039. https://doi.org/10.61104/ihsan.v3i4.2381
Cinelli, M., De Francisci Morales, G., Galeazzi, A., Quattrociocchi, W., & Starnini, M. (2021). The echo chamber effect on social media. Proceedings of the National Academy of Sciences, 118(9), e2023301118. https://doi.org/10.1073/pnas.2023301118
Daheri, M. (2022). Religious Moderation, Inclusive, and Global Citizenship as New Directions for Islamic Religious Education in Madrasah. Nazhruna: Jurnal Pendidikan Islam, 5(1), 64–77. https://doi.org/10.31538/nzh.v5i1.1853
Fitrawansah, F., Sultan, S., Alif, J. K., Isma, A. A., Yope, S. A., & Harviani, E. (2024). Implementasi Model Pembelajaran Flipped Classroom Menggunakan Media E-Learning Berbasis Moodle. Jurnal Pendidikan Tambusai, 8(1), 13884–13892. https://doi.org/10.31004/jptam.v8i1.14350
Guo, C., Shea, P., & Chen, X. (2022). Investigation on graduate students ’ social presence and social knowledge construction in two online discussion settings. Education and Information Technologies, 2751–2769. https://doi.org/10.1007/s10639-021-10716-8
Halimah, S., Fitriah, N., Marissa, N., & Chasifah, A. N. (2025). Islamic Religious Educators in Society 5.0: Challenges and Strategies for Digital Character Formation in Smart Classrooms. Al‘Adalah Journal, 28(1), 75. https://doi.org/10.35719/aladalah.v28i1.627
Hanafi, Y., Saefi, M., Diyana, T. N., Ikhsan, M. A., Faizin, N., Thoriquttyas, T., & Murtadho, N. (2022). Students’ perspectives on religious moderation: A qualitative study into religious literacy processes. HTS : Theological Studies, 78(1), 7638. https://doi.org/10.4102/hts.v78i1.7638
Hasanah, U., & Sukri, M. (2023). Implementasi Literasi Digital Dalam Pendidikan Islam: Tantangan dan Solusi. Equilibrium: Jurnal Pendidikan, 11(2), 177–188. https://doi.org/10.26618/equilibrium.v11i2.10426
Intansari, U. ‘Azizatus S., Asrori, M., & Mustikawan, A. (2026). Transformasi Pendidikan Islam di Era AI terhadap Penguatan Nalar Kritis/Berpikir Kritis Siswa. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 9(1), 153–157. https://doi.org/10.54371/jiip.v9i1.10207
Irfan Maulana Adnan. (2025). Revitalisasi Metode Mudzakarah dalam Meningkatkan Pembelajaran yang Interaktif. Jurnal Kajian Penelitian Pendidikan dan Kebudayaan, 3(2), 23–35. https://doi.org/10.59031/jkppk.v3i2.615
Kamilla, K. N., Saputri, A. N. E., Fitriani, D. A., Zahrah, S. A. A., Andryana, P. F., Ayuningtyas, I., & Firdausia, I. S. (2022). Teori Perkembangan Psikososial Erik Erikson. Early Childhood Journal, 3(2), 77–87. https://doi.org/10.30872/ecj.v3i2.4835
Khodijah, N. (2011). Reflective Learning Sebagai Pendekatan Alternatif Dalam Meningkatkan Kualitas Pembelajaran Dan Profesionalisme Guru Pendidikan Agama Islam. 6(1).
Łuszczek, K. (2020). Pedeutological aspects of using new technologies in education. Forum Pedagogiczne, 10(2), 263–272. https://doi.org/10.21697/fp.2020.2.19
M. Quraish Shihab. (2019). Wasathiyyah Wawasan Islam tentang Moderasi Beragama. Lentera Hati Group.
Maunah, A. (2022). Radicalism Among Indonesia’s Young Generation: How to Overcome It? Indonesian Journal of Counter Terrorism and National Security, 1(2), 247–266. https://doi.org/10.15294/ijctns.v1i2.59803
Muhamad Slamet Yahya. (2023). Transformasi Pendidikan Agama Islam di Era Digital: Implementasi Literasi Digital dalam Pembelajaran di Wilayah Banyumas. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 4(1), 609–616. https://doi.org/10.62775/edukasia.v4i1.317
Muhtifah, L., Mahrus, E., & Rahmiani, N. (2022). E-Learning Flipped Classroom: Instituting an Integrated Islamic Education Paradigm for Character Building. Nazhruna: Jurnal Pendidikan Islam, 5(1), 244–260. https://doi.org/10.31538/nzh.v5i1.1721
Mujiono, N. (2021). FLIPPED CLASSROOM: SEKOLAH TANPA PEKERJAAN RUMAH. Jurnal Teknodik, 25(1), 67. https://doi.org/10.32550/teknodik.v25i1.457
Muttaqin, K., Verawati, N., & Aida, N. (2025). Analisis Penguatan Moderasi Beragama Dalam Buku Ajar PAI Pada Perguruan Tinggi Umum. PESHUM : Jurnal Pendidikan, Sosial Dan Humaniora, 4(2), 3275–3286. https://doi.org/10.56799/peshum.v4i2.7918
Nasrudin, E., Anwar, S., & Islamy, M. R. F. (2024). Penguatan Moderasi Beragama Mahasiswa melalui Kegiatan Tutorial Keagamaan di Perguruan Tinggi Umum. Jurnal SMART (Studi Masyarakat, Religi, Dan Tradisi), 10(2), 155–170. https://doi.org/10.18784/smart.v10i2.2504
Pardosi, A. S., & Ming, L. Y. (2021). Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students. Journal of Educational Management and Instruction (JEMIN), 1(2), 62–70. https://doi.org/10.22515/jemin.v1i2.4301
Pilu, R., Jabu, B., & Sulaiman, I. (2025). Flipped learning and its challenges: Understanding students’ struggles in Indonesian EFL contexts from teachers’ viewpoint. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1575385
Pransiska, S. (2025). Konsep Wasathiyah sebagai Fondasi Moderasi Beragama dalam Pembelajaran Pendidikan Agama Islam di Lembaga Pendidikan Tinggi: Studi Literatur. Nusantara Journal of Multidisciplinary Science, 3(4), 361–369.
Pribadi, M. A., Bashar, S., Akmansyah, M., & Fauzan, A. (2023). Manajemen Strategi Pencegahan Radikalisme di Perguruan Tinggi Keagamaan Islam Kota Metro. Edukasi Islami: Jurnal Pendidikan Islam, 12(02), 2059–2072. https://doi.org/10.30868/ei.v12i02.4222
Putri, N. (2023). Media Sosial dan Isolasi Digital: (Kajian Teori Information Gaps pada Algoritma Filter Bubble). Sadida Islamic Communications and Media Studies, 3(1), 17–32.
Risius, M., Blasiak, K. M., Wibisono, S., & Louis, W. R. (2024). The digital augmentation of extremism: Reviewing and guiding online extremism research from a sociotechnical perspective. Information Systems Journal, 34(3), 931–963. https://doi.org/10.1111/isj.12454
Rohadi, T. (2025). Moderasi Beragama untuk Mendeteksi Dini Radikalisme di Dunia Pendidikan: Sebuah Sintesis Konseptual. 7(2), 156–168. https://doi.org/10.54213/tsaqafatuna.v7i2.632
Rohadi, T., & Hidayat, H. (2025). Moderasi Beragama untuk Mendeteksi Dini Radikalisme di Dunia Pendidikan: : Sebuah Sintesis Konseptual. TSAQAFATUNA : Jurnal Ilmu Pendidikan Islam, 7(2). https://doi.org/10.54213/tsaqafatuna.v7i2.632
Rothut, S., Schulze, H., Hohner, J., Greipl, S., & Rieger, D. (2026). Radicalization and the internet: 25 years of (online) radicalization research. The Communication Review, 0(0), 1–45. https://doi.org/10.1080/10714421.2026.2658935
Sa’idah, I., H.R., M., Ekaningrum, I. R., & Hernawati, S. (2024). Implementasi Wasathiyah Melalui Pembelajaran Pendidikan Agama Islam Di Perguruan Tinggi Umum. TA’LIM : Jurnal Studi Pendidikan Islam, 7(2), 334–348. https://doi.org/10.52166/talim.v7i2.6654
Saihu, M. (2021). Pedidikan Moderasi Beragama: Kajian Islam Wasathiyah Menurut Nurcholish Madjid. Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam, 3(1), 16–34. https://doi.org/10.36671/andragogi.v4i01.151
Selim, G., Birtill, P., Li, M., Arzate Quintanilla, K., & Banahene, L. (2025, Oktober 15). Bridging Space on Campus [Monograph]. White Rose Libraries. https://eprints.whiterose.ac.uk/id/eprint/233486/
Setiadi, P. M., Alia, D., Sumardi, S., Respati, R., & Nur, L. (2021). Synchronous or asynchronous? Various online learning platforms studied in Indonesia 2015-2020. Journal of Physics: Conference Series, 1987(1), 012016. https://doi.org/10.1088/1742-6596/1987/1/012016
Syamsudin, A., Rofiani, R., Andriyana, A., Andrivat, Z., & Islami, A. N. (2025). Flipped Classroom in Islamic Education: A Systematic Review of Pedagogical Impact at Junior and Senior High School Levels. Journal of International Multidisciplinary Research, 3(8), 20–26. https://doi.org/10.62504/jimr.v3.i8.1339
Tanshzil, S. W., Syaifullah, Hadian, V. A., Danial, E., Aulia, S. R., Kurniawaty, I., Ramdani, A. H., & Aliantika, N. N. (2026). Enhancing university students’ resilience to radicalism through culturally responsive digital storytelling: A quasi-experimental study. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1773376
Terorisme: Mahasiswa terlibat aksi teror, program anti radikalisme di kampus disebut “hanya seremonial, tidak mengena.” (2022). BBC News Indonesia. https://www.bbc.com/indonesia/indonesia-61622974
Yassin, A. (2022). Flipped Classroom Model: Enhancing Students’ Interaction and Engagement in Large Classes. Interdisciplinary Journal of Education, 5(2). https://doi.org/10.53449/ije.v5i2.164
Zabieno, A. S., Damayanti, D., & Abdullah, A. Z. (2025). The Role of AI, Filter Bubbles, and Echo Chambers in Political and Religious Polarization on Social Media. Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan, 25(2), 102–118.
Zaini, M., & Fauziah, M. (2024). In-depth Exploration of ‘Tafakkur’ Through the Spirit of Quranic Verses. TAFSE: Journal of Qur’anic Studies, 9(1), 109. https://doi.org/10.22373/tafse.v9i1.22572
Zainuddin, Z., Hermawan, H. D., Nuraini, F., & Prayitno, S. M. (2019). Flipping the classroom with a LMS : Designing a technology- based learning model. 13(3), 309–317. https://doi.org/10.11591/edulearn.v13i3.12886
Zen, Z., Reflianto, R., Ariani, F., & Hidayati, A. (2023). The effect of flipped digital classroom method using moodle and student engagement on reading comprehension Corresponding Author : 9(1), 1–11.
