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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 287 Documents
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Students' Engagement and Perception towards Learning Arabic Vocabulary through the Total Physical Response Method (TPR) Dimas Fikal Cahya Hakiki; Moh. Munir; Ika Rusdiana
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.v21i2.6229

Abstract

Vocabulary learning is a fundamental component in Arabic language acquisition and requires a teaching approach capable of helping students understand and retain vocabulary effectively. This research aimed to describe the engagement and perceptions of students regarding the use of the Total Physical Response (TPR) method in Arabic vocabulary learning in the seventh grade of Al-Muqoddasah Junior High School (SMP). The research used a qualitative approach with a case study research type that involved 32 students as participants. Data were collected through observation, semi-structured interviews, and documentation, and subsequently analyzed using Miles, Huberman, and Saldana's model. The research results indicated that the majority of students stated that the TPR method helped them understand and remember vocabulary more easily. Students appeared active in following instructions, showed high focus, and responded to movements with enthusiasm. The interviews revealed that students viewed movement-based learning as more enjoyable, less boring, and as enhancing their learning motivation. Although there were technical constraints such as limited classroom space, these obstacles did not affect the students' positive perceptions of the TPR method. This research concluded that using the TPR method was capable of increasing student engagement and building positive perceptions in Arabic vocabulary learning, and provides recommendations for integrating this method more systematically into learning at the junior high school level.
A Path Analysis of the Effects of Self-Confidence and Habits of Mind on Students’ Learning Activeness and Mathematical Communication Skills Halistin Halistin; Mirnawati; Hasrin Lamote; Tandri Patih; Sri Anandari Safaria
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.v22i1.6610

Abstract

Learning activeness and mathematical communication skills are core competencies that students must develop in mathematics learning. The development of these competencies is related to and influenced by students' internal factors, namely self-confidence and habits of mind. Sixty-five eleventh-grade students at SMAN 1 Sampara from two classes were selected using a cluster random sampling technique based on the Slovin formula. The instruments used were a questionnaire to measure self-confidence, habits of mind, and learning activity, and a test to measure mathematical communication skills. Data analysis was conducted using path analysis techniques to determine the direct and indirect effects between variables. The results showed that self-confidence (60%), habits of mind (67.69%), learning activity (64.62%), and mathematical communication skills (63.08%) were in the moderate category. Self-confidence and habits of mind have been shown to have a positive and significant influence on students' learning activities. However, no direct or indirect influence of self-confidence, habits of mind, and learning activity on students' mathematical communication skills was found. In conclusion, although self-confidence and thinking habits can increase students' active participation in the learning process, they are not enough to improve their ability to communicate mathematical ideas effectively
Bridging the Theory-Practice Gap in Counselor Education: The Impact of OBE-PBL Integrated Modules on Community Counseling Competence and Cognitive Load syaiful indra; Rofiqa Duri; Eko Sujadi
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.v22i1.6778

Abstract

The persistent theory-practice gap between theoretical mastery and clinical proficiency in counselor education is a global challenge that demands outcome-driven pedagogical interventions. This study aims to design, validate, and evaluate the efficacy of a Community Counseling Practicum Module that synthesizes the Outcome-Based Education (OBE) framework and the Problem-Based Learning (PBL) method among pre-service counselors in Indonesia. Employing a Research and Development (R&D) approach integrated with a pre-experimental design (One-Group Pretest-Posttest), the module was evaluated by an expert panel (N = 5) and field-tested on a cohort of students (N = 30). Feasibility analysis utilizing the Content Validity Index (CVI) demonstrated a near-perfect degree of constructive alignment (S-CVI = 0.98). Efficacy testing revealed a highly significant improvement in clinical and analytical competencies (p < 0.001), with a large effect size (Cohen’s d = 1.50). Nevertheless, the acceleration rate of individual comprehension remained within the moderate spectrum (N-Gain = 0.45). This finding illustrates the high cognitive load induced by real-world crisis resolution simulations, which imperatively necessitates persistent scaffolding from educators. Theoretically, this study validates the compatibility of the OBE framework with the behavioral sciences and simultaneously offers an empirical blueprint for transforming pre-service students into empathetic problem solvers. Further investigations utilizing Randomized Controlled Trials (RCTs) are recommended to substantiate the generalizability of these findings in future contexts
Self-Reflection Strategy Based on Spiritual Journals in Improving Students' Religious Attitudes in Islamic Religious Education Learning Restu Rizki Amanda; Munawar Rahmat; Mohamad Rindu Fajar Islamy
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.v21i2.6812

Abstract

This study aims to analyze the implementation of self-reflection strategies through spiritual journals in Islamic Religious Education (PAI) learning and examine its effect on improving students' religious attitudes. The study used a mixed-methods approach with a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted over two cycles. The research subjects consisted of 26 grade X students at SMA YWKA Bandung. Data were collected through observation, spiritual journals, interviews, religious attitude questionnaires, and documentation, and then analyzed using the Miles and Huberman interactive model, descriptive statistics, and a paired-samples t-test. The results showed that implementing spiritual journals significantly improved students' religious attitudes, as evidenced by an increase in indicator achievement from 50% at the beginning of the cycle to 100% at the end of cycle II. Quantitatively, the average score of religious attitudes increased from 129.35 to 137.73, with t-test results indicating a significant difference (p < 0.05) and an effect size of 0.74 (medium-large category). Qualitatively, student reflection progressed from a descriptive stage to analytical and personal reflection, indicating increased self-awareness and internalization of religious values. These findings confirm that spiritual journals can serve as reflective learning strategies to strengthen students' affective, spiritual, and moral dimensions and to bridge the gap between religious understanding and daily life practices.
Challenges for Islamic Religious Education Lecturers in Using an Inquiry-Based Scientific Approach to Medical Faculty Students in the Digital Era Sri Maryati; Abdullah Idi; Saipul Annur
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.v22i1.6202

Abstract

This study aims to describe the challenges of implementing an inquiry-based scientific approach in Islamic Religious Education (PAI) courses for medical students in the digital era, particularly when teaching abstract and normative Islamic aqeedah concepts. The research employed a qualitative, phenomenological approach. Data were collected through participant observation, structured interviews, and documentation. Interviews were conducted with eight lecturers from the Faculty of Islamic Religious Education at the University of Muhammadiyah Palembang's Faculty of Medicine. The data analysis used is thematic qualitative analysis, namely identifying, analyzing, and reporting data according to themes that appear from students' learning experiences. The analysis steps used were data collection, data presentation, data verification, and conclusion drawing. Initially, data were collected using structured interviews, followed by observations of the inquiry learning process using a scientific approach, and a review of student assignment/project documents. The data were then summarized into field notes, followed by source triangulation to verify their accuracy, and finally, conclusions were drawn. The results of the study show that Islamic Religious Education lecturers face the challenge of adapting to digital technology to develop superior Islamic Religious Education learning activities that are relevant to the knowledge and characteristics of medical students, amid limited and uneven learning resources. In addition to the ability to adapt to digital technology, Islamic Religious Education lecturers also face the challenge of being skilled in integrating scientific approaches and normative religious materials, empowering classroom facilitation skills, and fostering independent learning abilities in students. These findings recommend the need for a special forum for developing digital technology adaptation skills for Islamic Religious Education lecturers on a regular and continuous basis, especially for lecturers who teach students at the Faculty of Medicine.
Analysis of the Impact of Role Models of Islamic Higher Education Alumni on Changes in the Religious Attitudes and Behaviors of the Community in Practicing Islamic Teachings in Monta District Salmin Salmin; Ilham Ilham; Muslimin Muslimin; Luthfiyah Luthfiyah
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.v22i1.6734

Abstract

This research aims to examine in depth the influence of alumni of Islamic Higher Education Institutions (PTAI) as role models on the transformation of religious attitudes and behaviors of the community in implementing Islamic teachings in Monta District, Bima Regency. PTAI alumni occupy a strategic position as agents of socio-religious change, given their capacity in Islamic scholarship, their internalized moral integrity, and their active involvement in education, da'wah, public service, and community development at the grassroots level. This study employs a qualitative approach with a field study design. Data were collected through in-depth interviews, participatory observation, and documentation, involving PTAI alumni and community members as subjects of socio-religious interaction. The findings indicate that PTAI alumni play a significant role as uswah hasanah (good role models) in shaping and guiding the community's religious attitudes and behaviors. This exemplary role is manifested through consistent worship, the application of social morality, and the practice of muamalah values in daily life. The impacts identified include increased religious awareness and worship quality, greater community participation in religious activities, stronger internalization of noble moral values, and the development of a more moderate, tolerant, and contextual pattern of religiosity. However, the effectiveness of PTAI alumni's role is strongly influenced by the intensity of social interaction, the continuity of exemplary conduct, and the support of social and institutional structures that sustain the process of religious development within the community. This study emphasises that the exemplary conduct of PTAI alumni constitutes an effective and sustainable cultural strategy for internalising Islamic values amid the dynamics of social life. Theoretically, these findings contribute to the enrichment of the scholarly discourse in Islamic Religious Education and the sociology of religion, particularly in strengthening the understanding of uswah hasanah as an instrument of socio-religious transformation. Practically, this study provides strategic implications for strengthening the role of PTAI alumni and for formulating community development policies based on Islamic values oriented toward the principle of rahmatan lil ‘alamin.
Authentic Assessment in Qur’anic Studies: A Multidimensional Approach to Developing Higher-Order Thinking Skills in Islamic Higher Education Devi Faizah Yuliana; Rusydi AM; Remiswal Remiswal; Juli Sardi
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.v22i1.6747

Abstract

Higher-Order Thinking Skills (HOTS) have become an essential learning outcome in higher education, including Qur'anic studies, where students are expected to interpret religious texts in their contexts critically. However, assessment practices in many Qur'anic learning settings continue to emphasize knowledge acquisition rather than the integrated development of cognitive, psychomotor, and affective competencies. This study examined the contribution of a multidimensional authentic assessment approach to fostering students' HOTS in Qur'anic studies. A mixed-methods sequential explanatory design was employed. The study was conducted at the Faculty of Ushuluddin and Islamic Studies, UIN Imam Bonjol Padang, Indonesia, involving 50 undergraduate students enrolled in the Uṣūl al-Tafsīr wa Qawāʿiduhu course. Quantitative data were analyzed using multiple linear regression, while qualitative interview data were analyzed through thematic analysis to explain the statistical findings. The results showed that cognitive, psychomotor, and affective domains collectively made a significant contribution to HOTS. Among these domains, psychomotor engagement emerged as the strongest predictor, indicating that performance-based learning activities such as presentations, academic writing, and interpretive discussions play a central role in the development of higher-order thinking. The qualitative findings further revealed that conceptual understanding, active knowledge application, and reflective engagement operate as complementary processes that strengthen students' analytical and evaluative thinking. These findings suggest that authentic assessment should be viewed not merely as a means of evaluating learning outcomes but as an instructional approach that integrates knowledge, practice, and reflection to promote higher-order thinking. The study contributes to the growing body of research on authentic assessment by providing empirical evidence from the context of Islamic higher education and offering a multidimensional framework for enhancing HOTS in Qur'anic learning

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