Abstract-Attempts to adopt the network data massively from the social media refer to provide the particular means in extracting the value from information space such as message, conversation, transaction and others, where the sources of structured data come from enterprise resources data and sources of unstructured data come from audio and video. It can be achieved to expand the process of extracting the value from social network to pattern the data sources to fulfil the organisation goal. This paper aims to reveal the way of big data approach in extracting data value from data complexity involving variety and velocity into the volume. This study was conducted using contents analysis by reviewing some literatures in peer-reviewed journals, chapters, books and proceedings in developing prototype using data analytics associated from the topic, users and time analytics. The findings reveal that big data emerging technology with analytic process provides particular advantages to transform the pattern of information fitted into the innovative environment of online learning resources (OLR) to enhance in developing the learning resources. Both prototype and model of data extraction value could be enhanced to facilitate the learning environment in supporting implementations with ease and convenience. This study is expected to contribute to improve the learning environment and outcomes iJET

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Mental revolution associated with a massive revamp of the human mind which manifests in three mindset patterns, confident, and patterns of taste-spirituality that bear behavior. That three patterns were based on the values that is planted in a person, they are: religion, culture-tradition, and philosophy of the nation. The existence of a person’s mental character is influenced by many factors, namelyeducation, environment, heredity and global culture. The global culture is useful to make everything easier to do in all areas of life, but on the other hand, the negative impact of global culture created secularism, materialism, hedonism, liberalism and the absence of religious spirituality. Therefore, this research attempts to answer how does the mental revolution paradigm toward characer establishment that based on the synergy of Islam and educational philosophy, how the strategy implies, and which values are needed to be revolutionized primarily. The approach is qualitative-reference by using analysis technique such as : content analysis, data reduction, data display and data verification. The conclusion is that a paradigm of mental revolution is basically the positive (good)-interactive mental of human and also dual-interactive. Mental revolution should be carried through stages and lasting continuously through six holistic and integral pillars:civilizing-habituation, moral knowing, moral loving and feeling, moral acting, modelling and conversion to implement takhalli, tahalli and tajalli.

Pandangan masyarakat mengenai agama dan ilmu rasional sebagai dua entitas yang berbeda menimbulkan pola pikir dikotomistik terutama dalam bidang pendidikan. Namun, terdapat suatu lembaga pendidikan yang secara serius mengintegrasikan sains dan agama yaitu Sekolah Menengah Atas Islam Terpadu. Point yang dijawab dari hasil peneltian ini bagaimana pengintegrasian materi Pendidikan Agama Islam (PAI) ke dalam ilmu-ilmu rasional di SMA IT Abu Bakar Yogyakarta. Penelitian ini termasuk penelitian lapangan (field research) bersifat kualitatif. Hasil temuan dari penelitian ini yaitu pertama, pada level filosofi integrasi PAI ke dalam ilmu-ilmu rasional ditemukan pada rumusan visi dan misi sekolah menjadi sekolah unggul dalam aspek IPTEK dan IMTAK; pada level materi, materi PAI diintegrasikan ke dalam materi ilmu sosial, sains, matematika, dan kewarganegaraan; sedangkan pada level strategi pembelajaran, guru mengintegrasikan ayat-ayat atau hadits berserta tafsirnya di setiap tahapan proses pembelajaran yang berdampak terhadap peningkatan keterampilan berfikir kreatif, inovatif, kritis, dan motivasi belajar peserta didik. Pengintegrasian tersebut juga memberikan pemahaman bahwa Islam sebagai sumber ilmu-ilmu rasional dan sumber nilai sebagaimana yang dijelaskan di dalam al-Qur’an dan hadits yang mendidik peserta didik memperaktekkan atau mengkontekstualisasikan pengetahuan yang diperoleh melalui sikap dan perilaku di sekolah maupun dalam kehidupan sehari-hari.

This chapter examines the distinctive point of view about moral responsibility as the main principle in maximizing the learning quality in the perspective of Islamic education. Moreover, the extensive details could be also discussed referring to the strategic comprehensive point of view to contribute into the modern age. Literature review has been adopted to critically examine the detailed overview of learning quality with a comprehensive enhancement in wide range of requirements to achieve quality learning referred to the Islamic education. The findings reveal that through addressing the contextual broad-basis in the learning process to follow up the strategic principles in the requirements combined into the modern age environment, the learning quality could be achieved through committing with the strategic comprehensive principles of moral responsibility. Those are moral responsibility as fundamental purpose of learning process, moral responsibility as strategic principles for learning quality, and moral responsibility as competence skills for learning quality. Thus, this chapter is expected to contribute into the outstanding point of view to enlarge the learning quality procedure in the context of Islamic education contribution into the modern age of education system.