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All Journal Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Jurnal Studi Sosial Keagamaan Syekh Nurjati
Karimah, Intan Wardatul
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Religion Languange, Linguistic, Communication & Media Social Sciences

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Tarbawi Values in QS. at-Taubah:122 as the Foundation of Islamic Educational Objectives Karimah, Intan Wardatul; Surahman, Cucu; Sumarna, Elan; Nabila, Zakia Fitri
Jurnal Studi Sosial Keagamaan Syekh Nurjati Vol 5 No 2 (2025)
Publisher : Rumah Moderasi Beragama of Cyber Islamic University Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sejati.v5i2.138

Abstract

This study analyzes QS. at-Taubah verse 122 through a tafsir tarbawi approach to identify its relevance to the objectives of Islamic education. Unlike previous studies that focused on partial aspects such as the obligation to seek knowledge or teacher professionalism, this research offers a comprehensive framework that interprets the verse as a conceptual foundation of Islamic education. Using a qualitative descriptive method with a library research design, the study examines classical and contemporary tafsir sources (At-Tabari, Al-Qurthubi, Ibn Katsir, Al-Maraghi, Al-Munir, Al-Azhar) and cross referencing them with modern Islamic education literature. Data were thematically analyzed to identifytarbawi values that inform the purpose and direction of Islamic education. The findings identify five main pillars of Islamic educational goals: (1) specialization of knowledge (thaifah), (2) deep understanding of religion (tafaqquh fid-din), (3) social responsibility (tandzir), (4) moral and behavioral transformation (tahdzir), and (5) intergenerational knowledge transmission. These pillars establish an integrated and transformative vision of Islamic education system that harmonizes cognitive, moral, and spiritual dimensions. The findings offer a fresh interpretive contribution to contemporary discussions on Islamic educational objectives and their alignment with concepts such as lifelong learning and character education.
Teacher Collaboration in Managing Islamic Religious Education Classes in Inclusive SDIT Ibnu Taimiyah Bandung Helmy, Helmy Abdullah; Karimah, Intan Wardatul; Budiyanti, Nurti
Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Vol 13 No 1 (2026): TARBIYAH WA TA'LIM March 2026
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/twt.v13i1.12349

Abstract

Abstract Inclusive education requires effective interprofessional collaboration to ensure equitable learning access for students with special needs, particularly within Islamic Religious Education (IRE) in inclusive school contexts. This qualitative case study examines collaboration between Islamic Religious Education teachers and Special Education Support Teachers (SEST) in managing inclusive IRE learning at an Integrated Islamic elementary school (SDIT) in Bandung, focusing on planning, implementation, and evaluation. Data were collected through semi-structured interviews and document analysis and analyzed using an interactive thematic approach. The findings indicate that structured co-teaching collaboration characterized by clear role delineation, shared planning, routine pre-instructional communication, responsive differentiation, dynamic role rotation, and dual-track evaluation supports effective inclusive IRE learning while maintaining curriculum standards. This collaborative approach enhances engagement, social adaptation, and confidence among students with special needs without marginalizing their participation in collective religious learning. However, institutional capacity constraints, selective admission policies, limited continuous professional development, and gradual technology integration remain significant challenges. The study concludes that context-sensitive collaboration models grounded in Islamic values such as empathy, cooperation (ta’awun), and justice are essential for strengthening inclusive IRE learning management and advancing equitable educational practices in Indonesian inclusive elementary schools. Keywords: Co-Teaching, Inclusive Education, Islamic Religious Education, Students with Special Needs, Teacher Collaboration
Co-Authors Cucu Surahman Elan Sumarna Helmy, Helmy Abdullah Nabila, Zakia Fitri Nurti Budiyanti