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Tarbawiyah Jurnal Ilmiah Pendidikan
Published by Institut Agama Islam Negeri Metro Lampung
ISSN : 25793241     EISSN : 2579325X     DOI : -
Core Subject : Education,
Education
Tarbawiyah: Jurnal Ilmiah Pendidikan is a scientific periodical journals that managed by peer-review, in which other scientists (peer-review) evaluate the article’s value and credibility before published. This journal is dedicated to publish scientific articles in the study of Islamic education from different aspects and perspectives as well as the themes that have been determined. This journal is available in print with ISSN: 2579-3241, and online with ISSN: 2579-325X, and published twice a year, in Juny and December.
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Articles 340 Documents
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PEMBELAJARAN STATISTIKA DALAM PERSPEKTIF GENDER Yunarti, Yuyun
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 2 No 02 (2018): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v2i02.1415

Abstract

Statistics is considered a boring subject for students, even though statistics are taught with the aim of preparing students to be able to use statistics in their daily lives. In studying statistics, there are still many students both men and women who view statistics as a boring subject. Based on this, the gender aspects of statistical learning are of concern to educators. Gender differences not only result in differences in abilities in statistical courses, but also in obtaining statistical knowledge. Many opinions say that women are not enough to successfully study statistics compared to men. In addition, women almost never have a thorough interest in theoretical questions like men. Women are more interested in practical things than theoretical ones. But on the other hand, not a few female students have success in statistical abilities.
Development of Video-Based Learning Materials for the English Syntax Course for English Education Students at IAIN Metro Puspito, Toto Andri
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 7 No 1 (2023): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/jfqmv875

Abstract

This article draft adapts a research proposal into the Tarbawiyah journal format. The study is designed to develop video-based learning media for the English Syntax course for students of the English Education Department at IAIN Metro and to examine its feasibility for classroom use. The rationale of the study lies in the digital transformation of higher education and in the abstract, sequential, and repetitive nature of syntax materials, which require students to revisit explanations several times. The study employs a Research and Development design adapted from Sugiyono, covering needs analysis, product design, expert validation, revision, limited try-out, and final revision. Data are planned to be collected through questionnaires, interviews, observation sheets, and learning tests. The expected product is an instructional video that is clear, attractive, repeatable, and suitable for independent learning. In the full empirical version of the article, the results section should report expert-validation scores, student responses, and learning outcomes.
Problems in Islamic Religius Education Based on Carol A. Tomlinson’s  Differentiation Theory at Elementary School Miftakhul Himawan; Zahrotul Inayah; Dian Rusydianti; Muhammad Miftah; Moh Sholihuddin
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 10 No 1 (2026): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v10i1.12134

Abstract

Islamic Religious Education (IRE) instruction in elementary schools still faces various challenges that affect the effectiveness of the learning process. This study aims to analyze the problems of IRE learning at Sasmita Edukasi Blora Elementary School based on the perspective of Carol A. Tomlinson’s differentiated instruction theory, which encompasses differentiation of content, process, products, and the learning environment. This study employs a descriptive qualitative approach using field research and a case study design. The results of the study indicate that the challenges in IRE learning are divided into four elements of differentiation. In content differentiation, there is a mismatch between the taught material and students’ readiness, as well as a lack of tiered instructional materials. In process differentiation, there is a dominance of the lecture method, difficulties in managing learning outside the classroom, low student motivation, and the absence of planned differentiated treatment between students with varying learning abilities. In product differentiation, there was a limited selection of tasks given to students, which failed to accommodate their diverse interests and abilities. Meanwhile, in environmental differentiation, there were limitations in classroom space, difficulties in managing nature-based learning, and a lack of learning support facilities such as projectors. This study concludes that the challenges in Islamic Education (IRE) learning at Sasmita Edukasi Elementary School in Blora are not only related to teaching methods but also involve student readiness, learning product variety, and the learning environment. Therefore, the comprehensive implementation of differentiated instruction is a critical need to achieve more inclusive, adaptive, and effective IRE learning.
Management of Artificial Intelligence - Based Islamic Religious Education Learning Innovation in Elementary Schools: Policy Implications for Teachers' Digital Transformation Dwi Puspa Krismayanti; Syifa Firahmatika; Nur Oktiani Wulan Dari; Soni Samsu Rizal; Djaswidi Al Hamdani; Elsa Qoriah
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 10 No 1 (2026): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v10i1.12694

Abstract

Advances in Artificial Intelligence (AI) technology have brought significant changes to learning practices, including in PAI at the elementary school level. However, the implementation of AI-based learning in Islamic Religious Education (IRE) is closely related to innovation management, school leadership, and teacher readiness in facing digital transformation. This study aims to analyze the management of AI-based IRE learning innovation and its implications for teachers' digital transformation policies in elementary schools. This study uses a qualitative field research design. Data were collected through in-depth interviews, observations, and document analysis involving school principals and IRE teachers in several elementary schools in Pangandaran Regency, West Java. The data were analyzed thematically to identify patterns of innovation management, learning practices, and policy implementation. The findings show that AI-based IRE learning innovation is managed adaptively and contextually, with AI serving as a learning tool rather than replacing the role of teachers. Teachers remain central in guiding students' religious values and character, while AI supports lesson planning, material delivery, and evaluation. For teachers, AI use can improve efficiency in lesson planning, material preparation, differentiation, and assessment; however, it also introduces new burdens and risks, such as verifying AI accuracy, preventing value-inconsistent content, protecting students’ data/privacy, and avoiding over-dependence. These implications justify the need for clear school-level guidance and continuous teacher AI/digital literacy development.
The Epistemology of Asy-Syadzily’s Spiritual Education in Jami’ Al Ushul fi Al Auliya’ Arif Wibowo; Buruhan Haji Shame
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 10 No 1 (2026): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v10i1.12948

Abstract

Spiritual education is one of the fundamental dimensions of the Islamic educational tradition, which is oriented not only toward the transmission of religious knowledge but also toward inner transformation, character building, and the strengthening of the relationship between human beings and Allah. This research aims to analyze the epistemology of spiritual education from the perspective of Abu al-Ḥasan Asy Syadzily as presented in his work Jami‘ al-Uṣul fi al-Awliya’. This research employs a qualitative method using a library research approach and hermeneutic analysis of primary texts as well as literature related to Sufi thought and Islamic education. This study finds that al-Syadzili’s epistemology of spiritual education is built upon the integration of three main dimensions: al-‘ilm (spiritual knowledge), al-ḥal (transformation of the inner state), and al-‘amal (the actualization of spiritual values in action). Knowledge, from Asy Syadziyy’s perspective, does not stop at intellectual understanding but must lead to a transformation of spiritual consciousness through the process of purification of the soul (tazkiyat al-nafs) and closeness to Allah. This concept of spiritual education demonstrates that the process of forming the ideal human being (insan kamil) occurs through a dialectical relationship between the mastery of knowledge, spiritual experience, and ethical practice in social life. This research presents the perspective that the thought of Asy Syadzily can serve as an epistemological foundation for the development of Islamic education that balances cognitive, affective, and practical aspects, particularly in the context of nonformal Islamic education. This finding expands the discourse on Islamic education by highlighting the contribution of the Sufi tradition as a source of a spiritual educational paradigm relevant to contemporary educational needs.
Hadith Learning and the Crisis of Value Internalization: A Critical Study Based on the Revised Bloom’s Taxonomy on the Weakness of Students’ Affective Domain Maslani; Paisal Ahmad Akbar; M. Imam Riziek Sihabi; Siti Fatimatuzzahro; Siti Sutiawati; Muhammad Fahmi Idris
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 10 No 1 (2026): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v10i1.13630

Abstract

This study examines the crisis of value internalization in hadith education at Islamic educational institutions, where students demonstrate strong cognitive mastery of hadith texts but are not yet able to apply those values in their daily behavior. The objective of this study is to analyze the causes of weaknesses in the affective domain of hadith learning based on the Revised Bloom’s Taxonomy perspective and to formulate a pedagogical reconstruction model to bridge the gap between cognitive achievement and the internalization of values. This study employs a qualitative approach using a literature review method through content analysis of various relevant literature. The results indicate that the crisis in value internalization stems from a dominance of learning at the lower cognitive levels (LOTS), limited integration of higher-order thinking skills (HOTS), a lack of metacognitive reflection activities, and a formalistic affective evaluation system. These conditions result in Hadith learning being more focused on text mastery than on character development. As a solution, this study developed the Metacognitive Bridge Model, which positions metacognition as a link between cognitive understanding and the development of the affective domain. This model consists of five stages: acquisition of hadith knowledge, reflection, metacognitive awareness, commitment to values, and character development. This model is expected to strengthen the integration of cognitive, affective, and behavioral aspects in hadith learning, as well as provide a theoretical contribution to the development of character-based Islamic education.
Methods of Islamic Education in the Qur’an and Sunnah: Pedagogical Approaches and Educational Values Andewi Suhartini; Dicky Alfian Nur Rachman; Sheila Mafaizah; Siti Sutiawati; Khoiruddin Manurung; Farhan Fauzan Abdurrahman
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 10 No 1 (2026): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v10i1.13660

Abstract

Islamic education aims to cultivate individuals who possess faith, knowledge, and noble character. However, contemporary educational practices often emphasize cognitive achievement while paying less attention to the pedagogical processes through which Islamic values are internalized. Although many studies have identified educational methods in the Qur’an and Sunnah, most remain descriptive and focus on individual methods, with limited efforts to integrate them into a comprehensive pedagogical framework relevant to contemporary educational theories. This study aims to analyze Islamic educational methods derived from the Qur’an and Sunnah through pedagogical perspectives and an examination of their educational values. Employing a qualitative descriptive design with a literature review approach, data were collected from the Qur’an, Hadith, and relevant scholarly literature and analyzed using content analysis. The findings reveal eight major Islamic educational methods: storytelling, exemplary conduct, dialogue, lecturing, targhib wa tarhib, parables, demonstration, and repetition (tikrar). These methods possess strong epistemological foundations and are compatible with contemporary pedagogical theories, including Narrative-Based Learning, Social Learning Theory, Constructivism, and Experiential Learning. The study concludes that the integration of these methods forms a holistic pedagogical framework that supports the internalization of tawhid values and spiritual awareness beyond knowledge transmission. This study contributes an integrative conceptual synthesis linking Islamic educational methods, contemporary pedagogical theories, and Islamic educational values.
The Historical Roots of Islamic Education Integration: A Policy Analysis of the Independence Revolution Era and Its Relevance to the Modern National Education System Siti Maisaroh; Neng Julia; Cecep Lalang Febrian; Holisoh; Kholid
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 10 No 1 (2026): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v10i1.13750

Abstract

This study aims to analyze the juridical-constitutional position, institutional transformation, and policy dynamics of Islamic Education in Indonesia during the early independence era (1945–1950), as well as to formulate its relevance to the modern National Education System (Sisdiknas). Utilizing a qualitative library research method with a historical and policy analysis approach, this study examines the post-colonial structural transition. The results indicate that the establishment of the Ministry of Religious Affairs on January 3, 1946, acted as a bureaucratic catalyst that dismantled the Dutch colonial educational dualism by standardizing curricula and integrating general sciences into madrasahs. Constitutional legitimacy derived from the First Principle of Pancasila and Article 31 of the 1945 Constitution culminated in the enactment of Law No. 4 of 1950, which formally guaranteed the right to religious education in public schools. Amidst the Dutch Military Aggressions I and II, Islamic educational institutions particularly pondok pesantrens demonstrated high social resilience through a dual-function paradigm as centers for religious learning (tafaqquh fiddin) and decentralized guerrilla defense bases driven by community self-reliance (swadaya). This study concludes that the revolution-era policies laid the foundation for national integration by synthesizing religious and civic values. Its relevance to modern Sisdiknas reinforces that Islamic education is not merely a religious subsystem, but a primary pillar in forging a national character that is both moderate and adaptive to contemporary developments.
Responding to Globalization Challenges: Adaptive and Transformative Strategies of Islamic Education Saipullah; A. Qomarudin; Muhamad Nizar Ulil Albab
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 10 No 1 (2026): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v10i1.13753

Abstract

Globalization poses significant challenges to Islamic Religious Education, especially in preserving religious values amid rapid social and technological change. Therefore, strategic and adaptive responses are urgently needed. This study aims to analyze the global challenges faced by Islamic education and to formulate relevant strategies to address them. The research employs a qualitative approach using a critical library research method, involving the analysis of books, journal articles, and official documents related to global issues and Islamic education. Data analysis is conducted through data reduction, data display, and conclusion drawing using a hermeneutic approachThe findings indicate that Islamic education faces major challenges in the global era, including value erosion, moral degradation, and the uncontrolled flow of digital information. In response to these challenges, adaptive and transformative strategies are formulated, including the integration of religious and general sciences, strengthening value-based curricula rooted in Islamic teachings, developing digital literacy based on Islamic ethics, and reinforcing students’ character and moral values. Theoretically, these strategies contribute to the development of an adaptive and transformative framework for Islamic education that responds to globalization while remaining grounded in Islamic normative values. Practically, they provide guidance for educators and institutions in designing curricula, pedagogical approaches, and digital literacy practices that are contextually relevant and ethically grounded.
Teaching English in Islamic Education: Lecturers’ Narrative Experiences in an Indonesian Islamic Higher Education Context Ning Setio Wati; Anisah Setyaningrum
Tarbawiyah Jurnal Ilmiah Pendidikan Vol 10 No 1 (2026): Tarbawiyah : Jurnal Ilmiah Pendidikan
Publisher : Universitas Islam Negeri (UIN) Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tarbawiyah.v10i1.14033

Abstract

English teaching in Islamic Education programs requires more than the transmission of general language skills because it needs to respond to students’ religious identities, disciplinary orientations, and future roles as Islamic educators. However, English courses in Islamic higher education are often positioned as compulsory general subjects, with limited attention to how lecturers construct their relevance to Islamic scholarship, academic communication, and professional preparation. This study explored EFL lecturers’ narratives of teaching English to students majoring in Islamic Education and examined the pedagogical, cultural, and institutional meanings constructed from their experiences. Using a qualitative narrative inquiry design, the study involved two EFL lecturers from a State Islamic University in Lampung, Indonesia, selected through purposive sampling. Data were collected through two rounds of semi-structured narrative interviews and analyzed using narrative thematic analysis. The findings revealed three interrelated narrative themes. First, lecturers negotiated the relevance of English by linking it to Islamic scholarship, academic participation, and students’ future roles as Islamic education teachers or religious educators. Second, lecturers adapted their pedagogy to students’ religious and disciplinary orientations through topic selection, material adaptation, classroom interaction, and contextual support. Third, lecturers constructed professional meaning as language educators, academic facilitators, and cultural mediators within Islamic higher education. These findings suggest that EFL teaching in Islamic Education programs is a contextual, identity-sensitive, and value-responsive pedagogical practice. The study contributes to EFL scholarship by connecting teacher cognition, investment, teacher identity, culturally responsive pedagogy, and narrative inquiry in Islamic higher education contexts.

Page 34 of 34 | Total Record : 340

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