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INDONESIA
Murobbi: Jurnal Ilmu Pendidikan
Published by Institut Agama Islam Bani Fattah Jombang
ISSN : 25794191     EISSN : 25806963     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol. 10 No. 1 (2026): Maret" : 10 Documents clear
Integrasi Lintas Disiplin Ilmu dalam Pembelajaran Tematik El Yunusi, Najwa Sajia; Ayatillah, M. Ishom Fahmi; Fahmi, Muhammad
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4133

Abstract

This article discusses cross-disciplinary integration and its application in thematic learning as a holistic approach to shaping a generation that is knowledgeable, faithful, and moral. The dichotomy between religious and general knowledge that is still apparent in the education system has caused an imbalance in the development of students' rational and spiritual abilities. Therefore, Islamic education seeks to restore the epistemological unity between revelation and reason, faith and knowledge, and the spiritual and rational dimensions through an integrative approach in thematic learning. This study uses a library research method with a descriptive qualitative approach, which focuses on the analysis of various related literature. The results of this discussion show that cross-disciplinary integration is the foundation for uniting revelation and reason in the development of Islamic learning models. On the other hand, thematic learning becomes a means of applying the concept of integration by combining various disciplines into themes that are relevant to the lives of students. The result of the collaboration between scientific integration and thematic learning is the creation of an Islamic education model that not only strengthens cognitive aspects but also fosters spiritual, moral, and social character. Thus, this collaboration is a strategic step towards realizing holistic, humanistic, and transformative Islamic education to respond to the challenges of the modern era.
Project-Based Learning Sebagai Inovasi Pedagogik Pembelajaran Fikih: Kajian Literatur Terhadap Efektivitas dan Penerapannya Nirmala, Siska; Sholikah, Sholikah
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4217

Abstract

Project-Based Learning (PjBL) has emerged as an innovative pedagogical model that emphasizes active student participation, authentic problem-solving, and the integration of knowledge through project-based tasks. Within the context of Islamic education, particularly in Fiqh learning, PjBL offers a transformative approach to bridging theoretical understanding and practical application of Islamic jurisprudence. This review study aims to analyze previous research findings on the effectiveness of PjBL in Fiqh instruction compared to conventional teaching methods. Employing a systematic literature review approach, relevant studies published between 2015 and 2025 were examined to identify patterns, challenges, and outcomes associated with the implementation of PjBL in Islamic educational institutions. The findings indicate that PjBL contributes significantly to improving students’ conceptual comprehension, critical thinking skills, and religious character formation. However, its effectiveness is influenced by contextual factors such as teacher competence, curriculum integration, and institutional support. This study concludes that PjBL serves as a pedagogical innovation capable of fostering holistic learning in Fiqh education while promoting 21st-century competencies and spiritual values.
Inovasi Kurikulum Bahasa Arab di Madrasah Aliyah Pacitan: Pendekatan Multimahārah Ahmadi, Ahmadi; Zain, Biqi Asshafah
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4307

Abstract

This study examines Arabic curriculum innovation at Madrasah Aliyah Pacitan through a multi-mahārah approach integrating four language skills. The research method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the innovation of the Arabic curriculum is carried out by innovating Arabic learning tools that are directed to support the multi-mahārah approach in a structured manner in the form of preparing learning tools (teaching modules, syllabus, and lesson plans) that contain integrated skills-based learning objectives and the use of a contextual approach in delivering the material. Innovation of learning strategies and techniques to accommodate the multi-mahārah approach by implementing project-based learning, conversation simulations, group discussions, and the use of digital media. However, several challenges remain, such as limited lesson time and teacher readiness in implementing the approach optimally.
Bahasa sebagai Jalan Makna: Hermeneutika Linguistik dalam Pendidikan Tasawuf Sutrisno, Sutrisno
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4354

Abstract

Artikel ini membahas peran bahasa sebagai jalan makna dalam pendidikan tasawuf melalui perspektif hermeneutika linguistik. Bahasa tasawuf dipahami tidak sekadar sebagai medium penyampaian ajaran spiritual, melainkan sebagai struktur makna yang membentuk pengalaman batin, kesadaran etis, dan proses transformasi subjek didik. Dengan pendekatan kualitatif berbasis studi pustaka dan analisis hermeneutik, artikel ini mengkaji karakter bahasa tasawuf yang simbolik, metaforis, dan dialogis, serta implikasinya bagi pengembangan pendidikan tasawuf kontemporer. Pembahasan menunjukkan bahwa makna dalam pendidikan tasawuf lahir dari dialektika antara teks, bahasa, dan horizon pemahaman peserta didik, sehingga menuntut model pedagogis yang reflektif dan partisipatif. Integrasi pemikiran Fazlur Rahman memperkuat landasan etis dan kontekstual pendidikan tasawuf, dengan menekankan pentingnya penafsiran bahasa spiritual yang berorientasi pada pembentukan karakter dan tanggung jawab sosial. Artikel ini menegaskan bahwa hermeneutika linguistik memberikan kerangka konseptual yang relevan untuk mengembangkan pendidikan tasawuf yang humanis, transformatif, dan responsif terhadap tantangan pendidikan Islam kontemporer.
Efektivitas Model Problem Based Learning Terhadap Metakogitif: Literature Review Silitonga, Natalia D.M.; Siburian, Jodion; Mardiyanti, Lely
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4379

Abstract

This study aims to assess and evaluate the effectiveness of implementing the Problem-Based Learning (PBL) model on metacognition through a literature review of 15 articles published within the last 6 years (2021-2026), consisting of reputable national and international journals. The research method employs a literature review, with the article search process conducted via SINTA, Harzing's Publish or Perish, Google Scholar, and Garuda portals. Journals that were collected and met the predetermined criteria were tabulated, covering the title, author, article type, sample, methods, and research findings. The review results indicate that, in general, Problem-Based Learning is effective in enhancing metacognition. PBL places students at the center of the learning process by confronting them with real-world problems. This approach encourages students' thinking awareness, planning, monitoring, and evaluation of their own thought processes. This study identifies hindering factors such as the requirement for significant time and the influence of students' self-efficacy levels on the success of this model. These findings are expected to provide a comprehensive overview of the strengths and opportunities for PBL implementation in developing metacognitive aspects in the future
Metode Pengajaran Nahwu dalam Perspektif Pemikiran Az-Zarnuji Dan Ibnu Khaldun: Sebuah Studi Analisis Komparatif Dalam Kitab Ta'lim Al-Muta'allim Dan Muqaddimah Asyiq, Abdullah; An Nur, Rifky Rosian
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4398

Abstract

The teaching of nahwu (Arabic grammar) often faces pedagogical challenges rooted in rigid instructional approaches, lack of contextualization, and insufficient integration of cognitive and ethical dimensions in the learning process. This article aims to explore and compare the educational philosophies of two prominent classical Islamic scholars, Az-Zarnuji in Ta'lim al-Muta'allim and Ibn Khaldun in Muqaddimah, in order to formulate a more humanistic, integrative, and relevant conceptual framework for nahwu instruction within contemporary education. Employing a conceptual paper approach, this study utilizes qualitative content analysis and a comparative strategy based on primary and secondary textual sources. The analysis reveals that Az-Zarnuji emphasizes the ethical foundations of learning, including intention, discipline, and spiritual teacher–student relationships, while Ibn Khaldun highlights sociological perspectives, gradual learning stages, and the function of language within social structures. Synthesizing these two perspectives results in a pedagogical model of nahwu that balances character formation with linguistic competence in a contextualized manner. The article’s primary contribution lies in reconstructing classical Islamic educational thought as a foundation for developing Arabic grammar teaching methods that are academically effective and morally transformative. The study opens pathways for curriculum design and instructional strategies in nahwu education that are more adaptive, participatory, and philosophically grounded within the modern Islamic education framework.
Revitalisasi Pembelajaran Sejarah Kebudayaan Islam Berbasis Konstruktivisme di Museum Provinsi Sulawesi Utara Darise, Gina Nurvina; Alkatiri, Rahmawaty; Mamonto, Syamsul Bahri
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4450

Abstract

This study aims to describe the implementation of constructivism-based Islamic Cultural History learning through the utilization of the North Sulawesi Provincial Museum as a learning laboratory. A descriptive qualitative approach was employed. Data analysis involved data reduction, data display, and conclusion drawing through source triangulation. The findings indicate that museum-based learning creates interactive and contextual learning experiences, enabling students to construct their own understanding through direct interaction with Islamic historical artifacts, particularly the legacies of Imam Bonjol and Kyai Modjo. This learning activity enhances students’ critical and analytical thinking skills as well as their cultural awareness of Islamic civilization in North Sulawesi. In conclusion, the constructivist approach in Islamic Cultural History learning is able to revitalize the learning process, making it more meaningful and relevant to the demands of 21st-century education.
Innovation in Furudhul Ainiyah Learning in Islamic Boarding Schools: The Learning-by-Doing Approach as a Solution for Understanding the Material Rozi, Fathor; Hikmah, Faikotul; Qodriyah, Khodijatul
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4451

Abstract

Learning Furudhul Ainiyah in Islamic boarding schools often experiences obstacles in terms of students' understanding due to the dominance of theoretical teaching methods. This study aims to examine the effectiveness of the learning-by-doing approach as a solution to improve understanding of Furudhul Ainiyah material at the Nurul Jadid Islamic Boarding School, specifically in the Al-Hasyimiyah area of Al-Masruriyah. The method used is a qualitative approach with a case study type through data collection techniques in the form of observation, interviews, and documentation. The results of the study indicate that the direct practice approach is able to increase the active involvement of students in the learning process, strengthen their understanding of basic fiqh materials, and foster a religious attitude through continuous internalization of values. Data visualization from interviews, observations, and documentation shows that changes in methods have an impact on more active, systematic, and measurable learning behavior patterns. Practice-based learning has been shown to bridge the gap between religious knowledge and practice in Islamic boarding schools. These findings suggest that learning by doing can be an alternative, more contextual, participatory, and transformative learning strategy.
The Use Of Animated Videos to Increase Interest in Learning Islamic Religious Education Among Seventh Grade Students at Alam Banyuwangi Islamic School Andrareza, Aqila Zhidan; Mahbubi, M.
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4461

Abstract

Islamic Religious Education (PAI) instruction in secondary schools often encounters challenges related to students’ low interest and limited understanding, particularly when dealing with abstract learning materials. This study aims to examine the effectiveness of animation-based instructional videos in improving students’ learning outcomes and engagement in PAI lessons. The research employed a Classroom Action Research design conducted in two cycles, involving 37 seventh-grade students at SMP ALAM Banyuwangi Islamic School. Data were collected through classroom observations, learning achievement tests, and documentation, and analyzed using descriptive quantitative and qualitative methods. The findings indicate a notable improvement in both teacher and student activities. Teacher activity increased from 70% in the initial cycle to 86.66% in the second cycle, while student activity rose from 63.33% to 86.66%. In terms of learning outcomes, the class average score improved from 73.33 in the pre-learning stage to 93.24 in the second cycle, with overall mastery reaching 89.19%. These results demonstrate that animation-based video media effectively facilitate students’ understanding of abstract concepts, enhance motivation, and encourage active participation in the learning process. This study highlights the importance of integrating audio-visual media into Islamic and religious education and contributes to the growing body of literature on digital media effectiveness in educational contexts. It is recommended that PAI teachers adopt animation-based videos as an innovative instructional strategy, while future studies may investigate their long-term impact on students’ affective and psychomotor domains
Menciptakan Kembali Persiapan Toafl Melalui Pembelajaran Kooperatif: Studi Multi Kasus Di UIN Satu Tulungagung dan UIN Maliki Malang Nurcholis, Ahmad; Timbul, Timbul; Rudisunhaji, Muhamad Asngad
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 1 (2026): Maret
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i1.4471

Abstract

This study explores the reinvention of TOAFL preparation through the implementation of Cooperative Learning as an innovative pedagogical framework in Islamic higher education. Conducted as a multiple case study at UIN Sayyid Ali Rahmatullah Tulungagung and UIN Maulana Malik Ibrahim Malang, this research investigates how cooperative learning models reshape instructional practices, student engagement, and academic Arabic proficiency in high-stakes standardized testing contexts. Grounded in Social Interdependence Theory, the study examines how positive interdependence, individual accountability, promotive interaction, and collaborative skills are operationalized in TOAFL classrooms. Data were collected through in-depth interviews, classroom observations, and document analysis, involving lecturers, program coordinators, and students participating in TOAFL preparation programs. The findings reveal that cooperative learning not only enhances students’ linguistic competence including listening, structure, and reading skills but also fosters higher-order thinking, peer scaffolding, and adaptive learning strategies aligned with the demands of 21st-century education. Furthermore, the study demonstrates that collaborative learning environments contribute to increased motivation, reduced test anxiety, and stronger academic resilience. Institutional culture and lecturer innovation emerge as critical factors in sustaining the transformation of TOAFL pedagogy. This research proposes a future-oriented model of TOAFL preparation that integrates collaborative learning principles with digital support systems, positioning cooperative learning as a strategic framework for strengthening academic Arabic proficiency in Islamic universities. The study contributes theoretically to the application of Social Interdependence Theory in standardized language assessment contexts and practically to the development of adaptive, student-centered TOAFL programs in contemporary higher education.

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