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TA'DIBUNA: Jurnal Pendidikan Agama Islam
Published by Universitas Islam Sultan Agung
ISSN : 26142740     EISSN : 26141396     DOI : 10.30659
Core Subject : Education, Social,
Education Social Sciences Other
Ta’dibuna is a journal of Islamic Education published by Master Program of Islamic Education, Faculty of Islamic Studies, Sultan Agung Islamic University, Semarang, Indonesia. It is a semi annual journal published in February and May for the developing the scientific ethos. Editor accept scientific articles and result of research in accordance with its nature is a journal of Islamic Education Studies.
Arjuna Subject : -
Articles 131 Documents
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Revitalising Al-Qur'an Learning Through Calligraphy: An Integrative Study At TPQ Saleh Hambali Jayapura Kahfi, Sahibul Kahfi; Zulihi, Zulihi; Hidayat, Topan
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 8, No 2 (2025): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.8.2.159-172

Abstract

Studies on Qur’anic learning in TPQ institutions tend to rely on traditional methods that focus solely on repetition of memorization and recitation, without incorporating innovative or creative approaches. This study aims to analyze the integration of calligraphy in Qur’anic learning, its impact on students’ interest and learning motivation, and its contribution to the development of religious character. This research employs a qualitative descriptive method, using interviews, observation, and documentation as data collection techniques, and data analysis based on the Miles and Huberman model. The findings reveal that (1) the integration of calligraphy in Qur’anic learning is proven to be effective in improving the quality of the learning process, as it provides students with a more meaningful, visual, and enjoyable learning experience; (2) calligraphy integration can enhance students’ interest in learning, as reflected in their increased enthusiasm, active participation, and motivation during Qur’anic lessons; and (3) the integration of calligraphic art contributes to the development of students’ religious character, marked by the emergence of perseverance, discipline, and a deepened love for the Qur’an. These findings affirm that integrating artistic elements into Qur’anic learning can generate positive cognitive, affective, and spiritual outcomes.
The Integrated Talaqi Habituation Model in Improving the Quality of Students' Qur'anic Memorization in the Tahfidz Program ar SMP IT Oo Dompu Eila Mawar Fitria; Maulana Maulana; Firmansyah Firmansyah; Fitrah Abu Bakar; Fajrul Al Islam; Ruslan Ruslan
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.%p

Abstract

This study aims to describe an integrated talaqi habituation model in improving the quality of students’ Qur’an memorization in the tahfidz program at SMP IT Oo Dompu. This research employed a qualitative approach with a descriptive design. The research subjects were students participating in the tahfidz program, while data were collected through observation, in-depth interviews, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman.The results indicate that the integrated talaqi habituation model was implemented consistently through memorization submission and muroja’ah activities. This model effectively improved the quality of students’ Qur’an memorization, as reflected in accurate pronunciation, mastery of makharij al-huruf, proper application of tajwid rules, and increased fluency and consistency of memorization. Most students were able to achieve the predetermined memorization targets, and some exceeded the targets by continuing to the next juz. Therefore, the integrated talaqi habituation model can be considered a strategic approach for developing Qur’an memorization programs at the junior secondary school level.
The Concept of Moral Education From The Perspective of Shaykh Sa'id Bin' Ali Al Qahatani Muhammad Nurul Fikri; Amin Fauzi
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.%p

Abstract

This research is conducted with the aim of deeply examining the concept of moral education proposed by Sheik Sa'id bin 'Ali Al-Qahtani and its significance for the development of Islamic education in the modern era, considering the degradation of moral-spiritual behavior among the younger generation, which seems to be increasingly driven by the influence of globalization and the advancement of digital technology. The methodology of this research employs a qualitative approach using library research, conducted thru a systematic textual analysis of various scientific works authored by Al-Qahtani as well as various literature related to contemporary Islamic education. Data collection was obtained from various primary sources such as books, reputable scientific journal articles, academic papers, Quranic exegesis, authentic hadiths, as well as various religious treatises that have conceptual correlations with the theme of moral education. Data analysis techniques are carried out thru several structured stages, including data reduction, thematic categorization, content interpretation, and descriptive-analytical conclusion drawing. This research provides an intellectual contribution to enriching the realm of Islamic education by integrating spiritual values with character formation based on ethics. The implications that can be drawn from this research emphasize the need for cross-sector synergy between families, educational institutions, and the broader community in the comprehensive and holistic implementation of moral education. For the development of future research, it is recommended to further examine the practical implementation of Al-Qahtani's moral education concept in various formal and non-formal educational institutions more intensively and in-depth.
Analysis of Islamic Religious Education Curriculum Based on Student Independence at Al-Hamidiyah Bawu Islamic Boarding School Sarobila Taqikumul Harro; Muhammad Natsir
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.42-54

Abstract

This study aims to analyse the concept and implementation of an independence-based Islamic Religious Education (IRE) curriculum in shaping the character of students at the Al-Hamidiyyah Bawu Islamic Boarding School. This study employs a qualitative approach using a case study design. Data collection techniques include interviews, observation, and documentation, with the researcher serving as the primary instrument. Data validity was tested through source triangulation, whilst data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that the independence-based Islamic Education curriculum is designed holistically by integrating academic aspects with character development. Independence is understood as the ability to manage oneself, take responsibility, and make decisions based on Islamic values. The curriculum is implemented through a combination of traditional and modern teaching methods, as well as the integration of classroom learning and dormitory life within a 24-hour boarding school system. The process of habit formation, the example set by teachers, and the entrusting of responsibilities to students serve as the primary strategies for the internalisation of the value of independence. Evaluation is conducted comprehensively, covering cognitive, affective, and psychomotor aspects, which demonstrate an improvement in students’ discipline, responsibility, and self-confidence. Nevertheless, the implementation of the curriculum faces challenges such as differences in the students’ backgrounds and the influence of technology. However, supporting factors such as the commitment of the teachers, a conducive boarding school environment, and a consistent disciplinary system are able to optimise the implementation of the curriculum. Thus, the independence-based PAI curriculum has proven effective in shaping students’ characters to be independent, disciplined, and responsible. This study recommends strengthening the aspects of life skills and entrepreneurship in the future development of the pesantren curriculum.
The Effectiveness of Using Artificial Intelligence ChatGPT (Generative Pre-Trained Transformer) In Qur’an and Hadith Learning Among PAI Students at UIN Sunan Kudus Zuhaida Hanifah; Supaat Supaat; Abdul Mutholib
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.55-69

Abstract

This study explores the patterns, benefits, challenges, and effectiveness of ChatGPT utilization in Qur’an and Hadith (Qurdis) courses among pre-service Islamic Religious Education (PAI) students at UIN Sunan Kudus, Indonesia. It aims to understand how students employ generative AI as a pedagogical aid while negotiating technological efficiency with the epistemological commitments and scholarly traditions of classical Islamic education in an institution that integrates pesantren values with modern academia. This qualitative case study involved six fourth-semester PAI students (Class of 2024) selected through purposive sampling based on their active enrollment in Qurdis courses, prior experience using ChatGPT, and willingness to participate. Data were collected via in-depth semi-structured interviews, participatory and non-participatory observations, and document analysis including ChatGPT conversation histories, student assignments, and lecture materials. Data analysis followed Miles and Huberman’s interactive model with iterative data reduction, display, and conclusion drawing. Trustworthiness was established through source, methodological, and time triangulation, supplemented by member checking. Findings reveal that students predominantly use ChatGPT for preparatory tasks (drafting lesson plans/RPP, modules, and outlines) and as a supplementary tool for independent learning and group discussions. The tool effectively supports concept simplification, translation, and discussion prompt generation. However, it shows notable limitations in sanad-matan analysis, Hadith grading, and depth of scholarly opinions. Students function as active editors who rigorously verify AI outputs against classical sources and lecturer guidance. Overall, ChatGPT moderately to highly enhances learning efficiency and participation when used critically under supervision, yet it cannot replace the scholarly authority and spiritual dimension (barakah) of traditional Islamic pedagogy.
Improving Pupils’ Religious Literacy Through The Reading Corner Programme at MI Matalibul Huda Mlonggo Muhammad Zufa Chilmi Asyam; Ana Rahmawati
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.70-84

Abstract

Religious literacy is an important competency in madrasah ibtidaiyah (elementary Islamic school) education, especially in text-based religious subjects. However, the religious literacy skills of MI students are still relatively low, as indicated by their lack of interest in reading and difficulty in understanding religious texts. This study aims to examine the implementation of the reading corner programme and its role in improving the religious literacy of students at Matholibul Huda Mlonggo MI. The research used a qualitative approach with an in-depth case study through observation, in-depth interviews, and documentation, as well as data analysis using the Miles, Huberman, and Saldaña model. The results showed that the reading corner programme was implemented continuously with the support of facilities, teachers, and madrasah policies, and was utilised as part of learning through regular reading habits. This programme contributed positively to improving students' religious understanding, especially through narrative and visual readings, although the improvement was not yet evenly distributed among all students. Therefore, a variety of reading materials and teacher assistance are needed to optimise the improvement of students' religious literacy.
Generative Artificial Intelligence as a Shadow Teacher: Implications for Teachers' Pedagogical Authority in Education Izza Agitsna; Arief Ardyansyah; Ega Krisna Pradita; Jimmy Malintang; Sonia Isna Suratin
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.%p

Abstract

The development of generative artificial intelligence in education has brought about significant transformations in learning practices, particularly through its emergence as a shadow teacher capable of providing explanations, feedback, and learning materials instantly. This situation has given rise to new problems related to the shift in teachers' pedagogical authority, both in epistemic, relational, and normative aspects in formal classrooms. This study aims to analyze the impact of the use of generative AI on teachers' pedagogical authority and identify the opportunities and challenges it poses in the contemporary educational context. This study uses a qualitative approach with a literature review method, which includes data collection through searching reputable journal articles, academic books, research reports, and education policy documents relevant to the topic of AI and pedagogy. Data analysis techniques used thematic and comparative analysis to identify patterns, trends, and differences in expert views. Data validity was maintained through evaluation of source credibility, reference recency, and argument consistency, while triangulation was carried out by comparing findings from various types of sources and disciplinary perspectives. The results of the study indicate that generative AI has the potential to shift teachers' pedagogical authority from the center of knowledge transmission to the role of facilitator, learning curator, and value builder, but not completely replace the role of the teacher. Pedagogical authority is actually undergoing a redefinition, demanding stronger pedagogical, ethical, and digital literacy competencies. This research implies the importance of developing teacher education and training policies that are adaptive to the integration of AI in a critical, humanistic manner, and oriented toward strengthening teachers' strategic role in the digital learning ecosystem.
Decentralization of Islamic Education Governance in Indonesia: Power Relationships and Madrasah Autonomy Agus Irfan; Purwita Kusumaning Tias
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.%p

Abstract

The decentralization of government in Indonesia, which began in 2001, has brought about significant transformations in public governance. However, these transformations have not yet fully extended to Islamic education. This article analyzes the paradox of decentralization in madrasah governance: on the one hand, regional autonomy creates space for diversity in educational management, but on the other hand, madrasahs remain bound to centralized bureaucratic control through the Ministry of Religious Affairs. Using a socio-legal approach and the theory of power relations in governance, this article examines how four key actors—the central government, the Ministry of Religious Affairs, local governments, and madrasahs—interact in the struggle for authority over Islamic education. Data from the Ministry of Religious Affairs’ EMIS (for the 2022/2023 academic year) shows that of the 55,535 registered madrasahs at the MI, MTs, and MA levels, 92.7 percent (51,507 units) are private and rely on community resources, while only 7.3 percent (4,046 schools) are public and receive direct funding from the state. Governance disparities between madrasahs in Java and outside Java, as well as between urban areas and underdeveloped, remote, and outermost (3T) regions, reflect the challenges of decentralization in fairly distributing capacity and resources. This article argues that a co-governance model involving active collaboration between the Ministry of Religious Affairs, local governments, and the madrasah community is a strategic alternative for achieving more meaningful autonomy in Islamic education.
Literacy Culture in Islamic Boarding Schools: The Relationship Between Free Time and the Reading and Writing Motivation of Students at the Hidayatus Sholihin Islamic Boarding School in Wringinjajar, Mranggen, Demak Choeroni Choeroni; Khoirul Anwar
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.%p

Abstract

Literacy culture is an essential element in developing the intellectual tradition within Islamic boarding schools (pesantren). The productive use of leisure time is considered to contribute to strengthening literacy culture while enhancing students' reading and writing motivation. This study aims to describe the literacy culture developed at Pondok Pesantren Hidayatus Sholihin Wringinjajar Mranggen Demak, analyze how students utilize their leisure time for literacy activities, and examine the impact of leisure time utilization on students' reading and writing motivation. This study employed a qualitative field research approach. Data were collected through observation, in-depth interviews, and documentation involving the boarding school leader, teachers, library manager, and students. Data were analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that literacy culture is fostered through habitual reading of classical Islamic texts, supporting books, group discussions, lesson reviews, and note-taking activities within a conducive learning environment. Students productively utilize their leisure time for various literacy activities, making it an integral part of their independent learning strategies. The productive use of leisure time positively influences students' reading and writing motivation, as reflected in increased reading interest, improved writing skills, active participation in discussions, and stronger independent learning habits. This study concludes that optimizing students' leisure time is a significant factor in strengthening literacy culture and enhancing reading and writing motivation in Islamic boarding schools.
Regeneration of Leadership Models in Islamic Boarding Schools: Khidmah-Based Integration for Administrative Efficiency Samsudin Samsudin; Muhammad Saeful Amri; Ahmad Muflihin
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2026): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.9.1.134-148

Abstract

Leadership regeneration in Islamic boarding schools (pesantren) does not always follow hereditary succession; it may also be organized through structured selection mechanisms grounded in noble religious values. One such mechanism is khidmah, the disposition of santri to dedicate themselves to service to the kiai as a means of deepening tafaqquh fi al-din while simultaneously preparing them for future leadership responsibilities. This tradition resonates with the broader orientation of Islamic education toward the internalization of values and the cultivation of leadership character. This study aims to (1) describe the philosophical foundation underlying leadership regeneration in pesantren, (2) construct a model of khidmah-based leadership regeneration, and (3) analyze how this model contributes to administrative efficiency in pesantren governance. Using a qualitative, phenomenological approach, data were collected through in-depth interviews, participant observation, and documentary review at Pondok Tahfizh Yanbu'ul Qur'an Putra Pusat in Kudus and Pondok Pesantren As-Salafi Al-Fitrah in Surabaya, both of which exhibit a distinctive approach to instilling leadership values through the khidmah tradition. The findings show that both pesantren employ a non-genealogical, criteria-based mechanism for appointing caretakers of their branch institutions, in which khidmah functions simultaneously as a vehicle for religious cadre formation and as an administrative instrument that distributes managerial authority across the domains of leadership, institutional governance, entrepreneurial skill, and pedagogy. This distribution of responsibility reduces institutional dependence on a single charismatic figure and strengthens the administrative sustainability of pesantren as they expand into multiple branches.

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