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Tarbawi : Jurnal Ilmu Pendidikan
Published by Institut Agama Islam Negeri Kerinci
ISSN : 26156547     EISSN : 18581080     DOI : -
Core Subject : Education,
Education
Jurnal Tarbawi: Jurnal Ilmu Pendidikan (e-ISSN 2615-6547, p-ISSN 1858-1080 is a peer-reviewed (double blind review) journal published by Faculty of Education and Teacher Training, State Islamic Institute of Kerinci. The goal of this journal is to facilitate scholars, researchers, and teachers for publishing the original research articles or review articles. Jurnal Tarbawi published two editions in one year in July and December.
Arjuna Subject : -
Articles 288 Documents
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Critical Thinking Skills in Rotational Dynamics: Learning Physics With and Without Free-body Diagrams Ogi Danika Pranata; Noperma Noperma
Tarbawi : Jurnal Ilmu Pendidikan Vol. 19 No. 2 (2023): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v19i2.4215

Abstract

This quasi-experimental study investigates the impact of using free-body diagrams on the critical thinking skills of students studying rotational dynamics at MAN 1 Sungai Penuh. The study involved 140 eleventh-grade students, divided into an experimental group and a control group, each consisting of 70 students. The experimental group received instruction using free-body diagrams, while the control group followed traditional teaching methods. Critical thinking skills were assessed using a test comprising five essay questions, each representing different aspects of critical thinking: likelihood and uncertainty analysis, problem solving and decision making, reasoning, hypothesis testing, and argument analysis. Descriptive statistics and independent samples t-tests were employed to analyze the data. The results revealed that the experimental group outperformed the control group in all aspects of critical thinking skills, with statistically significant differences and strong effect sizes. Specifically, the experimental group showed notable improvements in argument analysis, reasoning, and hypothesis testing. The findings suggest that the use of free-body diagrams significantly enhances students' critical thinking skills in the context of rotational dynamics. This study underscores the importance of incorporating visual learning aids in physics education to foster deeper understanding and improve analytical skills. The results have important implications for teaching practices, advocating for the integration of free-body diagrams to develop students' higher-order thinking skills effectively
Evaluation of TPACK Competencies Based on Gender, Education and Years in Teaching of Mathematics Lecturers in Indonesia Nana Sepriyanti; Sasmi Nelwati; Fatimah Zahrah; Musthofa Musthofa; Nasikhin Nasikhin
Tarbawi : Jurnal Ilmu Pendidikan Vol. 19 No. 2 (2023): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v19i2.4590

Abstract

This study evaluates the ability of mathematics lecturers in Indonesian universities to use TPACK (Technological Pedagogical Content Knowledge). It uses a Sequential Explanatory research method that integrates quantitative and qualitative approaches. The findings indicate that overall, the TPACK skills of mathematics lecturers in Indonesia are at a very good level (85,6%). The questionnaire data showed that the aspects of gender, length of teaching, and level of education had average scores of 85.2%, 85.5%, and 86.1%, respectively. Students' responses to lecturers' TPACK were also high, with an average questionnaire score of 85.1%. Further analysis showed no significant difference in the TPACK ability of mathematics lecturers based on gender, years of teaching, or level of education. However, partial analysis showed that female lecturers' CK and PK components were superior to male lecturers. This indicates a significant effect of gender partially on lecturers' TPACK. At the same time, the length of teaching and level of education does not have a significant impact either partially or jointly on the TPACK ability of mathematics lecturers in Indonesia. This study provides in-depth insights into the factors that influence the TPACK of mathematics lecturers, with important implications for professional development and improving the quality of learning in the Indonesian higher education context
The Influence of Instructional Leadership, Work Motivation, and Teacher Well-Being on Teacher Professionalism in Public Elementary Schools Ilman Nafia; Endang Wuryandini; I Made Sudana
Tarbawi : Jurnal Ilmu Pendidikan Vol. 21 No. 2 (2025): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v21i2.5942

Abstract

This research examines the relationships among instructional leadership, work motivation, and teacher well-being, and their effects on teacher professionalism. Quantitative research was conducted, and data were gathered through questionnaires. The population for this study comprises 116 teachers from State Elementary Schools in the Gajah Mada and Diponegoro clusters, and a total sampling technique was used, with all 116 teachers included. Data analysis involved descriptive analysis and prerequisite tests; the research hypotheses were tested using regression analysis in IBM SPSS Statistics 26. These research findings indicate that instructional leadership positively and significantly influences teacher professionalism, contributing 43,0%. The regression model is Y = 71,327 + 0,761X1, and the F-count = 85,902 > F-table = 3,924. Work motivation positively and significantly influences teacher professionalism, accounting for 33,9% of the contribution. The regression model is Y = 84,881 + 0,622X2, and the F-count = 58,397 > F-table=3,924. A positive and significant influence was also found between teacher well-being and teacher professionalism, with a contribution of 38,2%. The regression model is Y = 80,191 + 0,561X3, and the F-count = 70,458 > F-table= 3,924. Simultaneously, instructional leadership, work motivation, and teacher well-being positively and significantly influence teacher professionalism, contributing 53,9%. The multiple regression model is Y = 50,406 + 0,430X1 + 0,285X2 + 0,207X3, and the F-count = 43.607 > F-table = 1.981.
Relationship between Self-Concept and Teacher Performance of State Madrasah Tsanawiyah in Pandeglang Regency Anis Zohriah; Anis Fauzi; Fazrurrakhman Al Farisi; Euis Asyiah
Tarbawi : Jurnal Ilmu Pendidikan Vol. 21 No. 2 (2025): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v21i2.4040

Abstract

This study was motivated by the phenomenon of low teacher performance in the State Madrasah Tsanawiyah in Pandeglang, Banten. Self-concept is one of the factors influencing teachers' performance in State Madrasah Tsanawiyah in Pandeglang. This study aims to analyze the relationship between self-concept and teachers' performance. The research method used is quantitative. This type of research is descriptive correlational. The study population comprised 267 teachers, and the sample comprised 56 teachers. The research instrument was a questionnaire prepared using a Likert-scale format. The data were analyzed using descriptive statistics and correlation analysis in SPSS 23.00. The results indicated that the teacher's self-concept was in the moderate range, suggesting a positive self-image. Teachers' performance is also in the moderate category, indicating that teachers already possess effective skills in their work to achieve good performance. A positive and significant relationship exists between self-concept and teacher performance at Tsanawiyah State Madrasah in Pandeglang Regency. This means that high- and low-performing teachers can be explained by self-concept, and that performing teachers will perform higher. The results of data analysis obtained R = 0.710 with degree p = 0.000 (p < 0.05), R2 = 50.5%. This study demonstrates a significant and positive increase in teachers' self-concept and performance at State Madrasah Tsanawiyah in Pandeglang Regency.
Practicality of Story-Based Religious Development Materials in Class II A Padang Correctional Institution Antoni Haikal; Ahmad Sabri; Gusril Kenedi
Tarbawi : Jurnal Ilmu Pendidikan Vol. 21 No. 2 (2025): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v21i2.5792

Abstract

The purpose of this research is to see the Practicality of Story-Based Religious Development Materials in the Correctional Institution class II A, Padang. This research is part of R & D research. To see the practicality of the product in the form of story-based coaching materials in class II A, Padang correctional institutions.  The method used is experimentation. The instrument used is a questionnaire to see the practicality of the coaching material. The research sample was Block A prisoners at Class II A Padang Correctional Institution. Practicality in development refers to the extent to which a developed product can be implemented and used effectively. At this stage, a trial was conducted to see the practicality of using the story-based coaching material that had been designed. The results showed that story-based religious guidance material in correctional institutions is highly practical for prisoners, as evidenced by practicality test scores obtained during the trial. Its coaching material, developed in a highly practical category, achieved an average score of 83.29%. Trial II obtained a result of 86.64% very practical category
AI-Based Adaptive Learning Platform: a Solution to Personalized Education in High Schools with Limited Infrastructure Ian Harum Prasasti; Donny Muda Priyangan
Tarbawi : Jurnal Ilmu Pendidikan Vol. 21 No. 2 (2025): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v21i2.6042

Abstract

The development of artificial intelligence (AI) educational technology presents new opportunities to improve the quality of learning, including in junior high schools with limited infrastructure. The main challenges for schools with limited infrastructure are limited accessibility to learning resources, a lack of teaching resources capable of providing personalized services, and limited adaptation of learning to individual student needs. Research focuses on the development of an AI-based learning platform capable of delivering a more personalized, efficient, and inclusive learning process. The planned platform aims to adapt content, learning methods, and learning pace to suit student profiles and needs. This study applies the Research and Development (R&D) method by adapting from Plomp which includes preliminary research, prototyping and assessment. Data collection techniques used interviews and observations in junior high schools in Lampung Province involving 28 students and 4 teachers as the main respondents. The results of this study using an AI-based algorithm, this system is designed to provide AI-based material recommendations to identify student weaknesses in teaching materials, synchronization features to update materials and questions when the platform is online, a student progress dashboard, and a collection of questions. Initial data shows the potential for increasing motivation and student engagement despite the limitations of school infrastructure conditions. This research provides added value to the development of inclusive, adaptive, and sustainable educational technology solutions, especially in the context of high schools with limited resources.
Developing Hajj and Umrah Materials Through Canva-Based Interactive E-modules to Improve Student Learning Outcomes Lusiana; Suparwoto Sapto Wahono; St Rodliyah
Tarbawi : Jurnal Ilmu Pendidikan Vol. 21 No. 2 (2025): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v21i2.6064

Abstract

This study aimed to evaluate the validity, feasibility, and effectiveness of Fiqh learning materials on Hajj and Umrah delivered through a Canva-based interactive e-module for Grade VIII students at MTs As-Shiddiqy Pakis Panti Jember. The study followed a systematic instructional design process encompassing analysis, design, development, implementation, and evaluation phases. The effectiveness test was conducted using a One-Group Pretest–Posttest Design in a limited field trial involving 20 students. The research instruments included expert validation sheets for content and media, student response questionnaires, and learning achievement tests that had undergone rigorous validity and reliability testing. Data analysis was performed using the Shapiro–Wilk normality test, paired-sample t-test, and N-Gain calculation. The results indicate that: (1) validation from content, media, and user (student) experts categorized the interactive e-module as highly valid with an average score of 84; (2) the learning materials were found to be highly feasible with an average score of 83; and (3) the interactive e-module significantly improved learning outcomes, as evidenced by an increase in average scores from 43 (pretest) to 82 (posttest)—the N-Gain value of 0.675 falls into the medium–high category. In conclusion, the Canva-based interactive e-module for Fiqh learning is a valid, feasible, and effective tool for enhancing student achievement
Developing a Multidimensional Framework of Learning Technology Adoption in Higher Education: Perspectives from Lecturers and Students Zulfani Sesmiarni; Emilza Tri Murni; Ridha Ahida
Tarbawi : Jurnal Ilmu Pendidikan Vol. 22 No. 1 (2026): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v22i1.6112

Abstract

This study aims to examine the factors influencing the adoption of learning technologies in higher education and to develop a comprehensive understanding of how individual, institutional, and technological factors interact in supporting successful technology integration. A qualitative descriptive approach was employed. Data were collected through semi-structured, in-depth interviews with lecturers and students at an Indonesian higher education institution. The interview data were analyzed using thematic analysis involving data reduction, coding, categorization, and interpretation to identify recurring patterns and key themes related to technology adoption. The findings reveal seven major factors influencing learning technology adoption: (1) users’ digital competence, (2) institutional support and management policies, (3) perceived ease of use and perceived usefulness, (4) availability of technological infrastructure, (5) quality of digital learning content, (6) technical support services, and (7) individual motivation and learning habits. The results indicate that successful technology adoption is determined not only by technological readiness but also by organizational commitment and users’ adaptive capacities. This study contributes to the literature by proposing a multidimensional perspective that integrates individual, institutional, and technological determinants of learning technology adoption in higher education. The findings have practical implications for policymakers and university leaders in designing sustainable strategies to enhance the implementation of digital learning
Digital Literacy and the Development of Critical Thinking Competence among Indonesian Language Education Students in the Era of Digital Transformation Helty; Agung Yusup; Miftahul Jannnah
Tarbawi : Jurnal Ilmu Pendidikan Vol. 22 No. 1 (2026): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v22i1.6115

Abstract

The rapid development of digital technology has significantly transformed the landscape of higher education, including the learning process in universities. However, there remains a gap between students' ability to utilize technology productively and the demands of the digital era, which emphasize information literacy and critical thinking skills. This study aims to analyze the role of digital literacy in shaping students' critical thinking competence in the Indonesian Language Education Study Program during the era of digital transformation. The research employed a descriptive qualitative approach, with participants comprising sixth-semester students and two lecturers teaching technology-based courses at a public university in Indonesia. Data collection instruments included in-depth interviews, participatory observation, and documentation of digital learning activities. The data were analyzed using thematic analysis, which involved data reduction, data display, and conclusion drawing. The findings reveal that digital literacy plays a crucial role in fostering students' critical thinking skills, particularly through activities involving information analysis, digital collaboration, and evaluation of online sources. Students with higher levels of digital literacy demonstrate stronger abilities to assess the credibility of information, construct logical arguments, and produce academic writing based on digital data. Furthermore, lecturers serve as facilitators who encourage reflective and ethical use of digital literacy within the learning process. This study contributes to strengthening the 21st-century learning paradigm in higher education, particularly in integrating digital literacy with the development of critical thinking. It is recommended that educational institutions provide ongoing digital literacy training for both lecturers and students to build an adaptive learning ecosystem aligned with technological advancement
Religious Habitus and Social Solidarity of Islamic Boarding School Students: A Sociological Analysis of Islamic Education from the Perspective of Ibn Khaldun's Thought RIFKA HAIDA RAHMA; Charles Charles; Ade Putra Hayat
Tarbawi : Jurnal Ilmu Pendidikan Vol. 21 No. 2 (2025): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v21i2.6126

Abstract

The phenomenon of declining social solidarity among modern santri (Islamic boarding school students) reflects a shifting value orientation within the pesantren environment. This condition raises an academic question about how pesantren, as traditional Islamic educational institutions, can maintain their religious habitus and social cohesion amid the growing forces of modernization and individualism. The gap between the ideality of Islamic education—emphasizing the formation of religious-communal character—and the increasingly fragmented social reality necessitates a profound sociological investigation. This study aims to analyze the religious habitus and social solidarity of santri within the framework of Islamic educational sociology based on Ibn Khaldun’s thought. The research employs a qualitative library-based method with an integrative approach that combines modern sociological theories (Pierre Bourdieu’s habitus and Émile Durkheim’s solidarity) with Islamic paradigms (the Qur’an, Hadith, and Ibn Khaldun’s Muqaddimah). Data were obtained through critical analysis of relevant classical and contemporary literature and examined using content analysis techniques to identify conceptual patterns and theoretical synthesis. The findings indicate that pesantren function not only as institutions for transmitting religious knowledge but also as arenas for value reproduction that shape the identity of santri. Religious habitus is formed through worship routines, moral discipline, and teacher–student relationships, while social solidarity grows through collective practices such as mutual cooperation (gotong royong), ta’awun, and ukhuwah. Ibn Khaldun’s concept of ‘ashabiyyah provides a strong theoretical foundation for understanding santri solidarity as a social force sustaining the existence of pesantren. This study affirms that Islamic education should be understood as a social process that develops both religious individuals and empowered communities, while contributing theoretically to the development of Qur’an- and Hadith-based Islamic education studies within an interdisciplinary perspective.

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