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At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan
Published by Institut Agama Islam Negeri Zawiyah Cot Kala Langsa
ISSN : 20869754     EISSN : 26566370     DOI : 10.32505
Core Subject : Education, Social,
Education Social Sciences Other
Jurnal At-Tarbawi adalah jurnal hasil penelitian tentang pendidikan,sosial dan kebudayaan. Yang diterbitkan dua kali dalam setahun, pada bulan Juni dan Desember.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 193 Documents
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The Role of Teachers in Optimizing the Talents and Interests of Students in Madrasah Ibtidaiyah Agung Trisnawa, Vindy; Fuad Erfansyah, Nasrul; Munawir, Munawir; Chasanah, Uswatun; Makhillah, Makhillah
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 12 No 2 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v12i2.12680

Abstract

This study aims to describe the role of classroom teachers in optimising students’ talents and interests at MIN 2 Sidoarjo. The research employed a qualitative descriptive approach using field research methods, including observation, interviews, and documentation involving Grade V classroom teachers (VA, VB, and VC). The findings reveal that classroom teachers perform four key roles: facilitators, innovators, motivators, and communicators in supporting students’ potential development. These roles are implemented through differentiated learning practices, emotional support, and effective communication with students and parents. The study highlights the strategic contribution of classroom teachers as the main agents of talent and interest development in madrasah ibtidaiyah that lack guidance counsellors. The findings imply that strengthening teachers’ pedagogical competence in differentiated and student-centred learning is essential to support holistic student development in Islamic elementary education
EFL Students' Dependence on ChatGPT and Its Impact on the English Learning Process Zulfa Heryani, Awalda; Musdizal, Musdizal
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 12 No 2 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine EFL Students’ dependence on ChatGPT and its impact on their English learning process. The study focuses on second-semester students of the English Education program at an Islamic higher education institution in Jambi, Indonesia. A qualitative descriptive approach was employed, using semi-structured interviews with five participants. The data were analysed thematically to identify students’ experiences and perceptions. The findings indicated that ChatGPT provides positive benefits, including improvements in vocabulary, grammar, and writing skills, as well as rapid feedback accompanied by clear explanations. However, the study also reveals several negative impacts of ChatGPT use, such as decreased critical thinking skills, excessive dependence on AI-generated content, and reduced intrinsic motivation for independent learning. Therefore, this study emphasises that although ChatGPT serves as a supportive tool in English language learning, its use needs to be carefully managed to ensure responsible and effective application. The findings offer insights for educators in integrating ChatGPT by balancing AI technological support with students’ own learning efforts, so that learners remain active and independent in the English learning processThis study aims to examine EFL Students’ dependence on ChatGPT and its impact on their English learning process. The study focuses on second-semester students of the English Education program at an Islamic higher education institution in Jambi, Indonesia. A qualitative descriptive approach was employed, using semi-structured interviews with five participants. The data were analysed thematically to identify students’ experiences and perceptions. The findings indicated that ChatGPT provides positive benefits, including improvements in vocabulary, grammar, and writing skills, as well as rapid feedback accompanied by clear explanations. However, the study also reveals several negative impacts of ChatGPT use, such as decreased critical thinking skills, excessive dependence on AI-generated content, and reduced intrinsic motivation for independent learning. Therefore, this study emphasises that although ChatGPT serves as a supportive tool in English language learning, its use needs to be carefully managed to ensure responsible and effective application. The findings offer insights for educators in integrating ChatGPT by balancing AI technological support with students’ own learning efforts, so that learners remain active and independent in the English learning process
Comparative Epistemological Models of Knowledge Integration in Four State Islamic Higher Education Institutions in Indonesia Budi Murtini, Nurul; Arfan Mu’ammar, Muhammad; Mujib, Abdul; Yuhadi, Irfan; Arumsari, Nira
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 12 No 2 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Several Indonesian Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan Islam/PTKIN) experienced a transformation from Institut Agama Islam Negeri (IAIN) to Universitas Islam Negeri (UIN) in the early 2000s. This transformation not only involved an institutional change but also marked a significant epistemological shift from a single religious identity toward a multidisciplinary university model that integrates religious and general sciences. This study aims to analyse four models of knowledge integration developed at UIN Sunan Kalijaga, UIN Syarif Hidayatullah Jakarta, UIN Maulana Malik Ibrahim Malang, and UIN Sunan Gunung Djati Bandung. Employing a qualitative comparative approach based on a literature review, this study examines the philosophical foundations, epistemological orientations, and patterns of implementation of each model. The findings indicate that the four models emerged from a shared historical context, namely the transformation from IAIN to UIN, and are grounded in relatively similar philosophical foundations that position monotheism and revelation as central epistemic references. However, these foundations are articulated through different conceptual metaphors and epistemological emphases. The implementation of the models has been institutionalised through curricula, academic policies, and organisational culture. The implications of these models for the transformation of Islamic higher education in the digital and global era are complementary and mutually reinforcing. This study also identifies implementation challenges related to academic governance, curriculum synchronisation, and faculty capacity. Overall, the four models of knowledge integration enrich Islamic higher education by integrating spirituality, scientific rationality, and social responsibility, while highlighting the need to strengthen academic governance and sustainable professional development

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