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Ta'dibuna: Jurnal Pendidikan Islam
Published by Universitas Ibn Khaldun Bogor
ISSN : 22525793     EISSN : 26227215     DOI : -
Core Subject : Education,
Education
Ta'dibuna : Jurnal Pendidikan Islam, ISSN: 2252-5793 (Print) 2622-7215 (Electronic) is a journal of Islamic education published twice a year (April-October) on Islamic education with the scope of study are fundamental of Islamic education (philosophy, history and the nature of Islamic education), development of Islamic educational institutions (development of Islamic education curriculum, Islamic learning method and Islamic education teacher and others) as well as studies of the concept of Islamic education (Islamic educational leading figure, Quran sunnah text, and others).
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Articles 9 Documents
 1 
Search results for , issue "Vol 15 No 2 (2026): April" : 9 Documents clear
THE ROLE OF ISLAMIC WORK ETHICS & ADAB-ORIENTED CHARACTER EDUCATION IN HAMKA’S THOUGHT FOR TACKLING ADOLESCENT MORAL DECADENCE Hasan, Moch. Hasan Darojat; Fauzi, Anas; Ahmad, Mohd Miqdad Aswad
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.22264

Abstract

This study explores the intersection of Islamic Work Ethics (IWE) and adab-oriented character education, with a particular focus on the contributions of Hamka’s thought in addressing adolescent moral decadence. The review aims to synthesize existing research on the role of Islamic values in shaping both ethical behavior in organizational settings and moral development in educational contexts. Through a comprehensive analysis of empirical studies, the review identifies key theoretical frameworks, including Social Exchange Theory (SET) and Conservation of Resources Theory (COR), while highlighting significant gaps in the literature. Using the PRISMA guidelines, the study systematically categorizes the reviewed articles based on methodology, context, and findings. Quantitative methods, particularly Structural Equation Modeling (SEM), dominate the field, with a notable concentration of studies in Muslim-majority countries like Pakistan, Indonesia, and Malaysia. While these studies underscore the relevance of Islamic ethics in promoting workplace integrity and character development, the review identifies a geographical gap, particularly in multicultural and non-Muslim-majority contexts. The findings suggest that adab-oriented character education, rooted in Hamka’s principles, offers a novel framework for addressing adolescent moral decay in contemporary societies. Future research should explore the integration of IWE and adab education in multicultural settings, incorporating qualitative methods and examining the role of artificial intelligence (AI) in promoting ethical decision-making. This review contributes to the ongoing academic conversation on Islamic ethical frameworks, proposing new avenues for research to bridge cultural, geographical, and methodological gaps.
The Concept of Moral Education According to Ibn Qayyim Al-Jawziyyah and Its Relevance to the National Education Objectives Azhari, Amri Azhari; Saepudin, Didin; Husaini, Adian; Handrianto, Budi
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.22861

Abstract

This study aims to examine the concept of moral education proposed by Ibn Qayyim al-Jawziyyah and to analyze its relevance to the objectives of Indonesia’s National Education system. The research is motivated by the moral decline among students in the modern era, which tends to prioritize scientific and technological advancement while neglecting moral and spiritual values. This study employs a library research approach, utilizing primary and secondary sources related to Ibn Qayyim al-Jawziyyah’s works. Data were analyzed using descriptive-analytical methods and content analysis. The findings reveal that Ibn Qayyim al-Jawziyyah’s concept of moral education centers on the purification of the heart as the foundation of character development. Moral education emphasizes tazkiyat al-nafs through the cultivation of universal values such as honesty, trustworthiness, inner peace, and social responsibility, integrated within theological, individual, and social dimensions. These findings indicate that Ibn Qayyim’s moral education framework plays a crucial role in shaping moral conduct in daily life. The study implies that Ibn Qayyim al-Jawziyyah’s concept of moral education is highly relevant and aligned with the goals of Indonesia’s National Education, particularly through a deep learning approach that focuses on developing learners who are faithful, pious, morally upright, and possess strong personal character.
Analysis Analysis of P5 Implementation in Character Building of Students in Sekolah Penggerak: Analysis of P5 Implementation in Character Building of Students in Sekolah Penggerak Kumalasari, Evadwi; Fatimah, Nur; Lisnawati, Santi
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.22885

Abstract

This research explores the implementation of P5 in shaping student character within the Sekolah Penggerak program. The study aims to determine the effectiveness of P5 in instilling Pancasila values among students. A quantitative survey methodology was employed, using a sequential explanatory mix model. Data was collected from 550 students in 5 Subang Regency's Sekolah Penggerak. The results indicated that P5 has a significant positive impact on developing students' character, with improvements observed in dimensions such as Faith, Devotion to God Almighty, Global Diversity, Mutual Cooperation, Critical Thinking, Independence, and Creativity. Specifically, 72% of respondents demonstrated good character, and 17% showed very good character. The conclusion is that the P5 project, with its project-based learning approach, effectively promotes conscious and meaningful learning, contributing to the formation of the Pancasila student profile.
The Dimensions of Ḍarriyyāt, Ḥājiyyāt, and Taḥsīniyyāt in the Protection of Intellect: A Qur’anic Perspective and Its Implications for Tafsir Tarbawi Learning Radhiatul Hasnah; Nurfadhilah Nurfadhilah; Azhariah Fatia
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.21589

Abstract

The protection and fulfillment of intellectual needs are part of maqaṣid al-shari’ah, which encompasses three levels of importance: dharuri, hajji, and tahsini. This article aims to examine how this concept, from the perspective of the Qur’an, is implemented in the teaching of Tafsir Tarbawi at the Faculty of Tarbiyah. Using a qualitative approach and descriptive-analytical methods, this study combines a literature review of Qur'anic verses related to reason with observations of the curriculum and teaching practices of Tafsir Tarbawi in several PTKIN Tarbiyah Faculties. The results of the study show that the protection of reason in a dharuri manner includes the prohibition of intoxicants, in a hajji manner includes strengthening the intellectual capacity of students, and in a tahsini manner includes the development of a culture of critical thinking and aesthetic reasoning in interpreting the Qur'an. The implication of these findings is the importance of maqaṣid-based Tafsir Tarbawi learning to produce professional teachers who are able to transform Islamic values rationally, moderately, and contextually. Integration with Islamic education theory and constructivism strengthens the transformative character of learning, thereby encouraging the emergence of Muslim educators who are rational, moderate, and contextual.
Transformation of Islamic Boarding School-Based Character Education: A Study of the Kalpataru Santri Program Bali, Muhammad Mushfi El Iq; Putriana, Putriana
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.22197

Abstract

This study aims to analyze the transformation of pesantren-based character education through the Santri Kalpataru Program at the Nurul Jadid Islamic Boarding School, particularly in the Al-Hasyimiyah area. The background of this study is based on the urgent need to instill values of environmental awareness, social solidarity, and moral consciousness among santri in facing environmental damage and social change. This study uses a qualitative approach with a case study design. Data collection was conducted through in-depth interviews, participatory observation, and documentation collection, which were then analyzed using data reduction, data presentation, and verification techniques to produce conclusions. The results of this study show that the Santri Kalpataru Program is effective in internalizing environmental values through various routine activities such as maintaining the cleanliness of the boarding school, waste management, and reforestation. Collaboration among santri also builds solidarity that strengthens the ecological culture around the pesantren. In addition, santri involvement in community-based activities also increases social awareness and a sense of collective responsibility. This study concludes that pesantren-based character education can be an integrative model for combining religious values, ecological learning, and social character building. These findings have implications for the development of Islamic education theory that is more contextual and relevant to global issues, as well as providing recommendations for the development of an environment-based curriculum in Islamic boarding schools.
Synthesizing Islamic Values-Based Environmental Education as a Conceptual Framework for Ethics and Pedagogy: A Systematic Literature Review Moh Subhan; Agus Sholahuddin; Shonhadji Shonhadji
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.22444

Abstract

This research aims to formulate a conceptual framework for value-based Islamic environmental education using the method of systematic literature review. This research identifies Islamic values such as tawhid, khalifah, amanah, mīzān, rahmah, and isrāf as the ethical and spiritual foundation of environmental education. The findings indicate that most of the literature still places these values within a normative-theological context without developing practical pedagogical designs. An experiential learning approach and natural spaces that align with the principles of Islamic spirituality, but have not been widely and systematically implemented in education. This research also highlights the importance of intersectional dimensions such as gender, child agency, and social justice in Islamic environmental education, which have received less attention in the literature to date. In conclusion, this research confirms the importance of reformulating Islamic-based environmental education to make it more contextual, spiritual, and inclusive. This research contributes theoretically to the development of Islamic education and ecopedagogy, as well as opening new directions for future applied research.
The Influence of Islamic Religious Education on the Formation of Religious Moderation Attitudes of Students Gafarurrozi, Muhammad; Suyadi; Arifi, Ahmad
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.22544

Abstract

This study aims to analyze the influence of Islamic Religious Education (PAI) learning on the attitude of religious moderation of students in salafi-affiliated Islamic boarding schools. This issue is important considering the strong assumption that salafi theological orientation tends to correlate with exclusive religious attitudes. This study uses a quantitative approach with a survey design of 261 students. Data were analyzed using simple linear regression to test the relationship between PAI learning as an independent variable and religious moderation attitudes as a dependent variable. The results of the analysis showed that PAI learning had a positive and significant effect on the attitude of religious moderation of students with a sig value of 0.000 < 0.05 and a t-count value of 16,561 > t-table of 1.97. These findings indicate that the improvement of the quality of PAI learning is consistently followed by an increase in the attitude of religious moderation of students. The results of this study confirm that religious moderation does not contradict Salafi manhaj, but can grow contextually through a pedagogical process that emphasizes tafaqquh fi al-din, adab al-ikhtilaf, and the formation of social morals. This research empirically contributes to enriching the discourse of Islamic education by showing that PAI learning acts as a mediation mechanism between theological firmness and social openness in the Salafi Islamic boarding school environment. These findings have important implications for the development of a contextual religious moderation education model rooted in Islamic scientific traditions.
Toward a Holistic Pedagogy of Qur’anic Tilāwah: Insights from Fushûl fî Tadrîs al-Tarbiyah al-Islâmiyyah Zennanta Agustia; Mastiyah, Iyoh; Basuki, Basuki; Muafiah, Evi; Khafidhoh, Khafidhoh
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.22545

Abstract

Qur’anic learning represents an Islamic educational system composed of interrelated components designed to support the realisation of educational objectives. These components include the goals, fundamental principles, and methodological steps. This study explores the Qur’anic tilâwah learning model conceptualised by Hasan Ja‘far al-Khalîfah and Kamâl al-Dîn Muhammad Hâsyim. This study employs library research, with the primary source being the book Fushûl fî Tadrîs al-Tarbiyah al-Islâmiyyah authored by Hasan Ja‘far al-Khalîfah and Kamâl al-Dîn Muhammad Hâsyim. Through content analysis, it was found that the model of tilâwah al-Qur’an learning encompasses seven learning objectives, seven fundamental principles that integrate technical, spiritual, and contextual dimensions, and five sequential methodological steps (opening, demonstration, discussion and explanation, practice, and evaluation). These components emphasise mastery of correct technical recitation while simultaneously internalising spiritual values and actualising the meanings of verses in real-life situations. The model of al-Khalîfah and Hâsyim reflects relevance and applicability in the contemporary era, particularly in addressing low Qur’anic literacy through a holistic and systematic approach that can be adapted to digital technology, social inclusion, and community-based initiatives.
Development of Islamic Values–STEM Integrated Instructional Materials to Enhance Students’ Analytical Thinking Skills amrullah, amrullah; Syauqi Alfanzari, Achmad; Wiranata, Erik; Hastuti, Miryana
TA`DIBUNA Vol 15 No 2 (2026): April
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v15i2.22955

Abstract

This study set out to design and refine instructional materials for Islamic Educational Philosophy by weaving together Islamic values and a STEM-oriented perspective, with the broader aim of strengthening students’ analytical thinking. The project followed a Research and Development (R&D) approach and adopted the ADDIE framework (Analysis, Design, Development, Implementation, and Evaluation). It was carried out in the Graduate Program of IAIN Curup. The initial needs assessment revealed a rather telling pattern. Around 83.33% of lecturers and 85.45% of students felt that the existing teaching materials did not fully respond to the demands of current learning practices. In other words, there was a clear gap between what was available and what was actually needed in the classroom. After the materials were developed and reviewed, they achieved an average validity score of 92.03, which places them in the “highly appropriate” category. The product was considered ready for implementation without substantial revision. From the students’ perspective, the response was equally encouraging: all participants (100%) rated the materials as appropriate or highly appropriate for use, suggesting a strong level of practicality and perceived effectiveness. More importantly, the integration of Islamic values with a STEM framework appeared to sharpen students’ analytical capacities. They showed greater confidence in interpreting philosophical issues, constructing coherent and logically grounded arguments, and connecting ethical reasoning with scientific modes of inquiry. Taken together, these findings indicate that thoughtfully designed integrative materials can do more than deliver content, they can reshape the way students think. Keywords: Islamic Educational Philosophy, Islamic Values–STEM Integration, Analytical Thinking, Instructional Materials

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