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All Journal PASAI AT TA´DIB Al-Ijtima`i: International Journal of Government and Social Science Jurnal Manajemen & Supervisi Pendidikan Al-MARSHAD: Jurnal Astronomi Islam dan Ilmu-Ilmu Berkaitan YUME : Journal of Management Jurisprudensi: Jurnal Ilmu Syariah, Perundang-undangan, Ekonomi Islam Legalite: Jurnal Perundang Undangan dan Hukum Pidana Islam Community Development Journal: Jurnal Pengabdian Masyarakat POLITICA: Jurnal Hukum Tata Negara dan Politik Islam International Journal of Educational Review, Law And Social Sciences (IJERLAS) Jurnal Transparansi Publik (JTP) Jurnal Riset Rumpun Seni, Desain dan Media (JURRSENDEM) Jurnal Teknik, Komputer, Agroteknologi dan Sains International Journal of Essential Competencies in Education FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Intelektual: Jurnal Pendidikan dan Studi Keislaman Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global Al-Tadris: Jurnal Pendidikan Bahasa Arab Jurnal Ragam Pengabdian J-CEKI Eduprof
Rasyidin Rasyidin
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Beyond Terminology: A Qur’an and Hadith Reconstruction of Tarbiyah, Ta’līm, and Ta’dīb Rasyidin, Rasyidin; Suwanta, Kariawan Adi; Harahap, Radinal Mukhtar
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 15 No. 3 (2025): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v15i3.8857

Abstract

This study addresses persistent terminological ambiguity in Islamic education by reconstructing the concepts of tarbiyah, ta’līm, and ta’dīb based on Qur’anic and Hadith sources. While previous studies have examined these terms philosophically or semantically, they often fail to clarify their distinct educational functions and practical implications. This article argues that these concepts represent complementary dimensions of a unified Islamic educational paradigm rather than interchangeable terms. The study employs qualitative text-based religious research using tafsīr tarbawī and ḥadīth maudū‘ī approaches. Qur’anic verses and Prophetic traditions relevant to the three concepts were systematically identified, classified, and analyzed through authoritative classical and contemporary exegesis. Conceptual reconstruction was further guided by Izutsu’s Qur’anic semantic framework to uncover their epistemological, ontological, and axiological orientations. The findings demonstrate that tarbiyah functions as a process-oriented framework emphasizing holistic, gradual human development; ta’līm represents authoritative, ethically grounded knowledge transmission; and ta’dīb serves as the axiological goal of education, centered on the formation of adab. Together, they form an integrated educational paradigm, with pesantren illustrating their organic implementation. As a normative-conceptual study, findings are not empirically generalizable. However, they provide a foundational framework for curriculum design and institutional analysis in Islamic education. This study offers a Qur’an-Hadith-based reconstruction that bridges conceptual debates and educational praxis, contributing a coherent framework for Islamic educational reform.
Rethinking Matrix Instruction: A Mixed-Methods Analysis of Students’ Problem-Solving Skills and Pedagogical Challenges Rasyidin, Rasyidin
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.3399

Abstract

This study aims to analyze students’ problem-solving skills in the matrix topic and to identify instructional constraints that influence the learning process. A mixed-methods approach was employed: the quantitative phase involved an eight-session expository intervention (90 minutes per session) and an assessment consisting of 30 multiple-choice and 5 essay questions (scored 0–100), while the qualitative phase included open-ended interviews with the teacher responsible for matrix instruction. Quantitative findings revealed that most students remained at the basic mastery level, with an average score of 26.82 and a distribution dominated by the “Low” category. Only 3.88% of students reached the “Good” level, and a binomial test confirmed that this proportion was significantly lower than the reference threshold (p < 0.001), reinforcing the conclusion that student performance fell short of expected standards. These findings highlight the urgent need for early diagnosis of foundational algebra skills—such as row-column operations and linear equation manipulation—before introducing more complex matrix concepts. The qualitative analysis revealed that although the teacher still employed expository methods—lectures, question and answer, and open discussions—these strategies were insufficient for fostering deep problem-solving skills. Students often relied on mechanical procedures without conceptual understanding, struggled to connect algebraic notation to real-world contexts, and lost motivation when facing multi-step problems. The combined results suggest that instructional design should shift toward more contextual and concept-exploratory approaches. Strategic steps are recommended, including the adoption of structured problem-solving methods to improve learning outcomes in mathematics. Furthermore, curriculum development should allocate sufficient time and resources to matrix topics, provide professional development for teachers in designing innovative instruction, and ensure access to digital infrastructure that supports mathematical visualization.
Co-Authors - Fakhrurrazi Abdi, Dira Ade Soraya Afifuddin Afifuddin Ahmad Fauzi Ilyas Akmal - Anida Anida Anida Anida, Anida Anjasmara Selian, Dayfana Aris Munandar Aruni, Fidhia Aulia, T.Riski Baehaqi Bancin, Nurazizah Berkanis, Yolandus Eriani, Dian Fahruddin, Ahmad Hanif Garaika Haikal Ananda, Muhammad Harahap, Arridha Harahap, Radinal Mukhtar Hasibuan, Tarikh Al Hafizh Hasmin Tamsah Husnainy, Anshar Ifa Nurhayati Irwan Haryono S Ismail Ismail Ismail Ismail Kamilan, Ikhsan motasim motasim Mufiqur Rahman, Mufiqur Muhammad Anggung Manumanoso Prasetyo Muhammad Hamzah Muhammad Muhammad N. Nazaruddin Naeem, Ayesha Fakhar Nanda Amalia Nanda, Silvia Nirzalin Rabiatul Adawiyah Rahmat, Ibnu Raiyan, Raiyan Ritonga, Abdullah Sani Saputri, Humaira Suwandi Suwandi Suwanta, Kariawan Adi Suwita, Suwita Syakbi, Syakbi Taufik Taufik Zikry, Farhan