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Atthulab: Islamic Religion Teaching and Learning Journal
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 25035282     EISSN : 25030971     DOI : -
Core Subject : Religion, Education,
Religion Education
Atthulab: Islamic Religion Teaching and Learning Journal merupakan Jurnal Pendidikan Agama Islam Fakultas Tarbiyah dan Keguruan UIN Sunan Gunung Djati Bandung yang bertujuan untuk mewadahi para dosen, para peneliti dan pendidik Agama Islam di sekolah/madrasah dalam mempublikasikan hasil penelitian mereka di bidang pembelajaran PAI.
Arjuna Subject : -
Articles 200 Documents
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Teacher’s Vision and Mission in the Affective Domain: A Takhrij Analysis of the Hadith "Innama Bu’istu Mu’alliman” Nur, Tya Shofarina M.; Sumarna, Elan; Putra, Moch. Ardia; Kamah, Husna
Jurnal al-Thullab Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i2.47397

Abstract

Modern education tends to prioritize the cognitive domain, often neglecting the affective domain, which plays a crucial role in moral and character development—especially in religious education. This study aims to examine the vision and mission of teachers from the perspective of hadith tarbawi, focusing on the role of educators as exemplified in Islamic teachings. The research analyzes the hadith "Innama bu’istu mu’alliman" (Indeed, I was only sent as a teacher), which reflects the prophetic mission of Prophet Muhammad as a moral guide and educator. A qualitative approach is employed through literature study and takhrij al-hadith. Primary sources include classical hadith books such as Sunan Ibn Majah, Sunan ad-Darimi, Musnad Abu Daud al-Tayalisi, Mishkat al-Masabih, and Al-Madkhal ila Sunan al-Kubra. The findings reveal that although the analyzed hadith is categorized as da'if in its sanad, it attains the status of hasan lighairihi due to corroborating authentic narrations regarding moral perfection. This study concludes that the hadith serves as a pedagogical foundation for teachers to prioritize their role as moral inspirators, ensuring a balance between intellectual intelligence and character building. The study is limited to the analysis of five main hadith sources. Future research is recommended to expand the scope by including a broader range of hadith texts and exploring additional educational hadiths more comprehensively.
Student Character Rehabilitation Model Through the Tazkiyah Al-Nafs Program Muslikhin; Sam'un; Baihaqi, Mohammad Aqil; Napisah, Nina; Arifin, Bambang Samsul
Jurnal al-Thullab Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i2.47430

Abstract

This study aims to analyze the influence of the Tazkiyah al-Nafs program on the character development of students at Madrasah Aliyah Ihyaul Ulum Gresik. This research employed a quantitative approach using a survey method, with data collected primarily through questionnaires. The data were analyzed using Structural Equation Modeling (SEM) based on Partial Least Square (PLS) with SmartPLS software. The results indicate that Self-Purification has a highly significant impact on students’ religiosity and social empathy. Self-Control contributes strongly to religiosity and social empathy, while Spiritual Self-Awareness has a significant effect on personal responsibility. Furthermore, Consistency in Righteous Deeds plays an important role in shaping self-discipline. Conversely, several hypotheses were not supported, such as the influence of Closeness to God on self-discipline and personal responsibility, as well as the influence of Spiritual Self-Awareness on social empathy. These findings suggest that spiritual values have not been fully internalized into actual behavior and require more experience-based and action-oriented programs. This model offers an integrative approach to character rehabilitation, systematically combining spiritual intervention (Takhliyah), the cultivation of noble character (Tahliyah), and self-actualization (Tajalliyah) in the school environment.
Moral Education in Strengthening Teachers' Spiritual Values from The Perspective of The Qodiriyah Wa Naqsabandiyah Tarekat Lutfi, Muhammad Khoirul; Maimun, Agus; Padil, Moh.; Barizi, Ahmad; Masuwd, Mowafg Abrahem
Jurnal al-Thullab Vol 10 No 1 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i1.47683

Abstract

This investigates moral education through spiritual reinforcement of teachers in the Qodiriyah wa Naqsyabandiyah Tarekat at MA Darul Ulum Karangpandan, Pasuruan, addressing contemporary moral degradation in formal education. Employing qualitative case study methodology with triangulated data collection, the research is grounded in the theo-anthropocentric paradigm and Islamic intellectual traditions. Three principal findings emerged. First, "kun ma'a man ma'allah" constitutes the conceptual framework, operationalized through tazkiyah al-nafs, istiqāmah, muḥāsabah, and divine love. Second, implementation occurs through dual approaches: value internalization via takhallī and taḥallī strategies incorporating bay'ah, riyāḍah, tawajjuhān, and qudwah; and institutional integration through religious activities and performance appraisal systems. Third, implications manifest in teachers' spiritual transformation encompassing ma'rifatullāh, al-wa'y al-ilāhī, and takhalluq bi akhlāq Allāh. The study demonstrates how Sufistic moral education cultivates ethical consciousness among educators within formal educational contexts.
Participatory Evaluation as a Pedagogical Tool for Enhancing Student Agency in Community-Based Islamic Schools Harahap, Friska Indria Nora; Kamil, Mustafa; Ardiwinata, Jajat S.; Sardin; Hamka, Ade
Jurnal al-Thullab Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i2.47867

Abstract

This study examines the application of a participatory evaluation model based on reflective journals and dialogic feedback in community-based non-formal education at the Qaryah Thayyibah Learning Community, Indonesia. The study employed a descriptive qualitative design through in-depth interviews, participant observation, and document analysis, with thematic data analysis. The results indicate that participatory evaluation increases metacognitive awareness, learning independence, and student responsibility for their learning process. Evaluation is understood as assessment as learning, not merely achievement control. The facilitator acts as a dialogic partner who strengthens a reflective and collaborative culture. Theoretically, these findings contextualize participatory evaluation within Islamic educational values, particularly self-reflection (muhasabah), and are relevant for community-based non-formal education.
Multicultural Problem-Based Learning: Strategies for Improving Religious Moderation in Elementary Schools Rudianto, Apip; Maftuh, Bunyamin; Agustin, Mubiar; Syaodih, Ernawulan; Anwar, Rosihon
Jurnal al-Thullab Vol 10 No 1 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i1.49518

Abstract

This study examines teachers’ perceptions of the relevance and effectiveness of Multicultural Problem-Based Learning (MPBL) in strengthening religious moderation attitudes among Elementary School and Madrasah Ibtidaiyah students in Kuningan Regency, Indonesia. A quantitative survey approach was employed using a questionnaire developed from key dimensions of religious moderation, namely national commitment, religious tolerance, appreciation of religion-based local culture, and religion-based anti-violence, as well as indicators of the importance of MPBL in primary education. The results indicate that teachers overwhelmingly perceive MPBL as a highly relevant and effective learning approach. MPBL is considered capable of strengthening students’ character in appreciating diversity, reducing negative stereotypes and prejudice, and fostering critical, collaborative, and solution-oriented thinking skills. Teachers also agree that this approach supports the internalization of tolerance, respect for different religious beliefs, and appreciation of local cultural wisdom rooted in religious values. However, the findings reveal that students’ deeper understanding of the universal principle that all religions teach peace has not been fully internalized, indicating a gap between cognitive understanding and affective–behavioral development.
The Relationship between Canva-Based Iqra' Learning Activities and Students' Quranic Reading Ability Rosyidah, Ida; Rachman, Hakim Arip
Jurnal al-Thullab Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i2.51546

Abstract

The aim of this research is to examine the relationship between students' activities in use the Iqra' method based on Canva media in Reading and Writing the Al-Qur’an learning and their ability to read the Al- Qur'an (in class VII SMPN 52 Bandung City). The approaches used in this research was quantitative, involving Class VII students at SMPN 52 Bandung City, with a correlational type of research. The data collection tools are through observation, interviews, tests (oral and written), questionnaires, and correlation analysis calculations using Pearson product moment. The results of this research found that learning activities regarding the ability to read the Al- Qur'an in class VII students were both at a moderate to good level. Furthermore, the results of statistical calculation analysis found that the level of correlation between learning activities and the ability to read the Al-Qur'an was in the medium category. This shows that the higher level of student involvement in digital Iqra-based Reading and Writing the Al-Qur’an learning can be associated with better Al-Qur'an reading abilities. Therefore, it can be concluded that the integration of digital media such as Canva in Reading and Writing the Al-Qur’an learning, can support student involvement and contribute positively to Islamic religion education learning, which is supported by digital and interactive media.
Aligning Humanistic Psychology and Islamic Education: A Theoretical Dialogue between Carl Rogers and Abraham Maslow Dewi, Maylani Rahmawati; Fauzi, Amin
Jurnal al-Thullab Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i2.52273

Abstract

Contemporary Islamic education faces the challenge of addressing students’ psychological needs while preserving its moral and theological foundations amid the growing influence of Western humanistic psychology. This study critically examines the theoretical relationship between the humanistic psychology of Carl Rogers and Abraham Maslow and Islamic education through a philosophical dialogue approach. Using qualitative library research, the study analyzes 54 reputable sources published between 2021 and 2025 and indexed in Scopus, Web of Science, and SINTA. The analysis employs thematic reduction and integrative synthesis to identify convergences, tensions, and mechanisms of conceptual reconstruction. The findings indicate that humanistic principles such as empathy, learner-centered learning, and intrinsic motivation possess strong pedagogical relevance but require a transcendental value framework to avoid normative limitations. Through critical reconstruction, self-actualization is reoriented toward the formation of the complete human being, while unconditional positive regard is reframed within the ethical principle of enjoining good and forbidding evil. The study concludes that the Islamic–humanistic framework functions as a pedagogical bridge between psychosocial well-being and spiritual objectives, with broader implications for SDG 4 and SDG 16.
Integration of Malay Cultural Values in Islamic Education: An Analysis of Local Values-Based Contextual Approach Sari, Khovifah Puspita; Soraya, Nyayu; Anggara, Baldi
Jurnal al-Thullab Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i2.52413

Abstract

This study aims to analyze the integration of Malay cultural values in Islamic education through a contextual approach based on local culture (Contextual Teaching and Learning/CTL). Malay culture possesses its own noble values, such as politeness, respect for social hierarchy, mutual cooperation, and the principle of adat bersendi syarak, syarak bersendi Kitabullah. All of which are aligned with the teachings of Islam. Although many studies have discussed Islamic education and local culture, research that specifically examines the integration of Malay cultural values within the CTL learning framework remains limited. Therefore, this study aims to fill this research gap through the conceptual and theoretical analysis. This is a library research using a qualitative descriptive approach by analyzing various relevant scholarly sources on Malay culture, Islamic education, and CTL theory. The findings indicates that Malay cultural values can be conceptually structured as a foundation for integration within the curriculum and instructional strategies of Islamic education. This integration had the potential to strengthen the development of students’ religious and social character while also contributing to the preservation of Malay cultural identity in the educational context. This study was theoretical in nature. It is expected to enrich the body of knowledge in Islamic education and serve as a foundation for future empirical research.
Smart Puzzle Team Media to Enhance Students’ Collaborative Attitudes Sholehah, Ilmiyatus; Syamsudin; Zahroh, Ulfi Aminatuz
Jurnal al-Thullab Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i2.52700

Abstract

Learning in elementary schools focuses on understanding the material and does not sufficiently involve collaborative student activities. Often, teachers present material that requires students to work in groups with their classmates, but this is unsuccessful. As a result, students' ability to cooperate and share roles is less than optimal. The solution provided by the researcher to overcome this problem is to use a learning medium called the Smart Puzzle Team. This research uses a descriptive qualitative method, which describes phenomena as they are scientifically by collecting data from interviews, observations, and collaborative attitude assessment sheets for students. This study aims to determine how the Deep Learning approach combined with the Smart Puzzle Team media, in this case, to shape students' collaborative attitudes, and what the results of the implementation are after using this media. The research results indicate that the integration between the deep learning approach and the Smart Puzzle Team learning media was successful in fostering students' collaborative attitudes at MI Al Fithrah Surabaya.
The Reconstructing the Teleological Foundations of Islamic Education: A Thematic Educational Interpretation Addressing the Fragmentation of Spiritual and Educational Aims Hasanah, Zahra Uswah; Ralfsanjani, Kresna; Khoerunnisa; Aziz, Hilman Abdul; Muslih, Hafid; Anwar, Cecep
Jurnal al-Thullab Vol 10 No 2 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i2.52703

Abstract

Contemporary Islamic education faces a fragmentation of objectives between spiritual and pedagogical-instrumental orientations. Education tends to emphasize technical competence and market needs, while transcendental and Qur'anic values ​​are marginalized. This article aims to reconstruct the teleology of Islamic educational objectives based on thematic interpretations of the Qur'an. The study uses a qualitative approach with library research. Primary data consists of Qur'anic verses on educational objectives, while secondary data include tafsir books, Ta'lim al-Muta'allim by az-Zarnuji, and contemporary Islamic educational literature. Analysis was conducted using the maudhu'i tafsir method of al-Farmawi and content analysis. The results show that the objectives of Islamic education are integrative, encompassing spiritual, moral, intellectual, social, and ubudiyah dimensions, making them relevant to addressing the challenges of contemporary education.

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