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At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam
Published by Sekolah Tinggi Agama Islam Negeri Teungku Dirundeng Meulaboh
ISSN : 20852525     EISSN : 26152398     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education
Arjuna Subject : -
Articles 149 Documents
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STUDY OF THE ROLE OF GENDER IN ISLAMIC EDUCATION PERSPECTIVE OF FEMALE SCHOLARS Fitriyah, Ulfa; Muhid, Abdul
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 1 (Juni 2025)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i1.4735

Abstract

This research examines female scholars globally and female scholars in Indonesia by examining the role of female scholars, aiming to analyze the role of female scholars in Islamic education, gender in Islamic education from the perspective of female scholars, and the contribution of female scholars in Islamic education. This research uses qualitative research techniques with a literature study approach (library research). Based on the findings from the review of scientific literature, female scholars in Islamic educational institutions have an important role as interpreters of religious texts but also as agents of social change by creating educational strategies that liberate, empower, concentrate on the needs of women, and develop curriculum with a gender justice perspective. Women scholars have succeeded in creating inclusive alternative plans and changing educational methods based on gender justice values despite some obstacles. Women clerics' intellect and spirituality are foundations for developing a contextualized Islamic education system. Intellectual contributions through writing and community engagement also expand Islamic education and gender equality to inspire generations of women in leadership.
HUMANISING ISLAMIC RELIGIOUS EDUCATION: A HOLISTIC CURRICULUM MODEL FOR CHARACTER DEVELOPMENT IN INDONESIA Alhamuddin
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025) in Press
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.4757

Abstract

This study analysed the implementation of a humanisation-based Islamic Religious Education curriculum in Indonesian schools, focusing on its integration of character education. The conventional curriculum has predominantly emphasised cognitive and textual aspects, while the affective and psychomotor domains have remained underdeveloped. Using a qualitative approach, this research employed document analysis as its primary data collection method. Key documents—including syllabi, lesson plans, teaching guidelines, and national education policy frameworks related to the Merdeka Curriculum—were purposively selected and thematically analysed. The findings revealed that the humanisation-based curriculum incorporated core character values such as empathy, tolerance, responsibility, and honesty through dialogical, reflective, and experiential learning approaches. The model encouraged active student engagement, moral reflection, and the application of Islamic teachings to real-life social contexts. Educational stakeholders responded positively, highlighting the curriculum’s flexibility, contextual relevance, and alignment with national policy directions. In conclusion, the humanisation-based IRE curriculum provided a more holistic framework for character development by addressing not only cognitive, but also affective and behavioural dimensions. The study recommends further adoption and refinement of this model, alongside teacher training and policy support, to enhance its pedagogical impact.
SUFISTIC MORAL EDUCATION IN BUYA HAMKA'S THOUGHT: A LIBRARY-BASED THEMATIC ANALYSIS OF SPIRITUAL AND ETHICAL INTEGRATION Gunarsih, Asma'i; Yusgiantara, Akbar; Baidi, Baidi
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025) in Press
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.5390

Abstract

The crisis of values in modern education has created an urgent need for an Islamic education paradigm that is both intellectually focused and morally and spiritually transformational. This research seeks to thoroughly examine Buya Hamka's Islamic educational philosophy by highlighting the aspects of morality, spirituality, and nationality via a humanistic-transcendental lens. This study employs qualitative methods, including literature reviews and thematic analysis of primary texts such as Modern Sufism, Lembaga Budi, and Falsafah Hidup, to compile key conceptual categories: Sufi moral education, the integration of reason and revelation, humanist spirituality, and prophetic national education. The study's findings indicate that, according to Hamka, education is a blend of reason, spiritual ethics, and social responsibility aimed at cultivating an ideal human being. This study's contribution is the reinterpretation of Islamic educational philosophy that addresses the issues posed by Generation Z and the secularisation crisis in contemporary education. These results have significant implications for the reformulation of the Islamic education curriculum, the enhancement of teacher ability grounded on spiritual principles, and the development of a holistic educational paradigm in Indonesia and the broader Islamic world.
INTEGRATING ISLAMIC EDUCATION TO DEVELOP CHARACTER IN SPECIAL NEEDS STUDENTS AT SMP MUHAMMADIYAH 18 SURABAYA Surya Alam Semesta Wisran Abdul Malik; Mu’ammar, Muhammad Arfan; Hayumuti, Hayumuti
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025) in Press
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/q62tp702

Abstract

This study examined how implementing Islamic Religious Education instruction shapes the character of students with special needs attending inclusive schools, such as SMP Muhammadiyah 18 Surabaya. Islamic Religious Education is the primary resource for character education in Islamic schools like SMP Muhammadiyah 18 Surabaya. However, this effort faces serious challenges when faced with specific student conditions, including students with special needs. As an inclusive school, the school needs to implement special strategies to ensure the learning process runs as expected. Therefore, this study attempted to analyse these strategies. This qualitative study used data collection techniques such as interviews, observation, and documentation. This study revealed several strategies and approaches to Islamic Religious Education (IRE) teaching for students with special needs, including shadow-teacher mentoring, role-model-based learning, and special classes. These strategies were deemed quite effective, successfully changing the behaviour of children with special needs in their daily lives, particularly in carrying out religious obligations. However, further development of learning methods and teacher training was necessary to develop inclusive teaching strategies tailored to students' special needs.
COMPARATIVE STUDY OF ISLAMIC EDUCATION CURRICULUM INTEGRATION AT SMP AL-ISTIQOMAH AND CHARIYATHAMSUKSA SCHOOL Dewi, Mustika; Sururiyah, Siti Khusniyati; Asih, Siti Wulan
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025) in Press
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.5962

Abstract

This study aims to describe and compare the models of Islamic Religious Education (IRE) curriculum integration implemented at SMP Unggulan Al-Istiqomah (Indonesia) and Chariyathamsuksa Foundation School (Thailand) from conceptual, practical, and socio-cultural perspectives. Employing a comparative qualitative approach with a descriptive-analytic design, data were collected through interviews, observations, and document analysis. The findings indicate that SMP Unggulan Al-Istiqomah applies a thematic-holistic integration model that combines the Kurikulum Merdeka with a pesantren-based system. Islamic values are embedded across subjects through the Contextual Teaching and Learning (CTL) approach and character-building activities such as worship routines, Qur’an memorisation, and spiritual reflection. In contrast, Chariyathamsuksa Foundation School adopts a structural-adaptive model with a dual curriculum system that integrates the Thai national curriculum with Islamic Diniyyah education. This model emphasises contextual adaptation within a plural society through bilingual learning and cross-subject integration. The main difference lies in the social context: Indonesia’s Muslim-majority setting enables complete internalisation of Islamic values, while Thailand’s Muslim-minority context requires adaptive strategies under a secular education framework. Despite these differences, both models share the same vision of nurturing students with religious character, intellectual competence, and a balanced integration of faith and knowledge. The study concludes that Islamic curriculum integration should be developed contextually, responsively, and in harmony with each nation’s socio-cultural setting.
ISLAMIC EDUCATIONAL PERSPECTIVE ON QUR'ANIC VERSES SURAH AL-‘ALAQ 1-5 AND THEIR RELEVANCE TO ARTIFICIAL INTELLIGENCE CHALLENGES Setyawati, Nanik; Sulaeman, Sulaeman; Eman Surya, Mintaraga; Pratama, Hafidz C.
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025) in Press
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.5969

Abstract

This study aims to analyse the meaning of QS. Al-‘Alaq verses 1–5 based on the contemporary interpretation of Tafsir Al-Misbah by M. Quraish Shihab as the basis for scientific ethics in Islamic education, as well as to examine its relevance to the development of science and ethics of artificial intelligence (AI) in the field of education. This study uses a qualitative method with a library research approach and thematic interpretation analysis (tafsir maudhu'i), which focuses on the integration of revelatory values and modern Islamic educational literature. The results show that QS. Al-‘Alaq 1–5 provides an epistemological and ethical foundation for Islamic education in addressing the challenges posed by AI. The command iqra' emphasises the importance of acquiring knowledge with divine consciousness; the term qalam represents an instrument of knowledge that must be directed towards benefit, while the phrase 'allama al-insān emphasises the dignity of humans as moral learners. Based on the maqasid al-syari'ah framework, the values of trust, justice, benefit, and respect for human dignity serve as the main principles for overcoming dehumanisation, algorithmic bias, privacy violations, and inequality in access to education. Thus, AI is positioned not as a substitute for human roles but as a means of strengthening ethical and spiritual literacy in the Islamic education system.
EXPLORING HUMAN NATURE AND EDUCATION THROUGH PHILOSOPHICAL ANTHROPOLOGY: A HUMANIST PEDAGOGICAL APPROACH AT MADRASAH TSANAWIYAH NEGERI 2 CIANJUR Ridwan, Ahmad Dimyati; Nugraha, Nursani Awal Artha; Budiyanti, Nurti; Patriasya, Pitra Gosha; Nur Aulia, Sephia Musyaffa
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025) in Press
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.6018

Abstract

This article analyses the nature of humans and education from a philosophical anthropological perspective to develop a humanist pedagogical paradigm, using a case study at MTsN 2 Cianjur. This study is motivated by the view that humans are multidimensional beings who require holistic development of their potential. At the same time, education that is solely cognitive in nature produces a crippled generation and loses the meaning of humanity. Humanist pedagogy presents an alternative, positioning students as dialogical subjects and integrating moral and spiritual dimensions. This research uses a descriptive qualitative approach, drawing on literature, observations, interviews, and documentation. Data are analysed by integrating the frameworks of philosophical anthropology, humanist pedagogy, and Islamic educational practices. The results of the study at MTsN 2 Cianjur indicate that human nature is understood comprehensively. Students are not only seen as recipients of knowledge, but as potential beings who must be developed intellectually, morally, socially, and religiously. This paradigm is realised through participatory learning, dialogical teacher-student communication, and religious habits (such as congregational prayer and tadarus), which enrich universal humanism with a transcendental Islamic dimension. This article concludes that this integration strengthens Islamic education, making it more humanistic, transformative, and relevant to the challenges of the times.
DEVELOPMENT OF A MODERATE ISLAMIC RELIGIOUS EDUCATION CURRICULUM: CHALLENGES AND STRATEGIES IN SCHOOLS AND MADRASSAS Erliyana, Erliyana; Pahrudin, Agus; Jatmiko, Agus; Koderi, Koderi
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025) in Press
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.6101

Abstract

This study discusses the development of the Islamic Religious Education (IRE) curriculum, grounded in religious moderation, to shape wasathiyah Muslim students who are tolerant, fair, and have a strong sense of national identity. Using a qualitative approach with library research methods, this study analyses various literature and educational policies related to moderate Islamic education. The findings reveal that the core values of moderation tawasuth (moderation), tasamuh (tolerance), tawazun (balance), and i'tidal (justice) form the foundation of a moderate IRE curriculum. However, its implementation still faces challenges, including limited teacher understanding, a lack of professionalism, low digital literacy, and weak institutional support. Recommended strategies include integrating moderation values into the curriculum, enhancing teacher competence, applying contextual and digital-based learning methods, and strengthening inclusive school culture. The study contributes to the development of Islamic education that is contextual, moderate, and aligned with the spirit of rahmatan lil 'alamin.
THE CONCEPT OF EDUCATOR PATIENCE IN THE PERSPECTIVE OF ISLAMIC EDUCATION PSYCHOLOGY: ACTIVE AND PASSIVE PATIENCE Ismail, Ismail
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025) in Press
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.6207

Abstract

In reality, many teachers interpret patience as a passive attitude of restraint, without reflective action in dealing with student behaviour. In contrast, education requires active, adaptive patience to cultivate students with good character and resilience. The purpose of this study is to examine the importance of patience in educators as a psychological and spiritual foundation in Islamic educational practice and to analyse and develop a conceptual understanding of the two dimensions of active and passive patience and their implications for the effectiveness of learning and character building in students within the framework of Islamic educational psychology. The research used a qualitative approach with a descriptive-analytical library research design, drawing on primary and secondary sources such as Qur’anic interpretations, educational psychology books, and contemporary research. The results and discussion show that active patience reflects self-control and spiritual adaptation in facing educational challenges, while passive patience reflects sincere acceptance of Allah’s provisions. Both are important foundations in building emotional calm, learning motivation, and the effectiveness of educational interactions in an Islamic educational environment.

Page 15 of 15 | Total Record : 149

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