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Atta'dib Jurnal Pendidikan Agama Islam
Published by Institut Agama Islam Negeri Bone
ISSN : 2745665X     EISSN : 27461572     DOI : 10.30863/atta'dib
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
Attadib Jurnal Pendidikan Agama Islam a scientific journal for disseminating results of conceptual research or studies on Islamic religious education, is published two times (June and December) a year. The Attadib Jurnal Pendidikan Agama Islam is managed by the Islamic religious education study program at Bone State Islamic Institute (IAIN Bone).The publications through Attadib Jurnal Pendidikan Agama Islam include results of research or conceptual studies about Teaching Islamic Education and Islamic Education Studies in the Indonesian or international context. The manuscript must be original research, not be simultaneously submitted to another journal or conference. All submitted manuscripts will be initially reviewed by editors and then evaluated by a minimum of two external reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. Please kindly submit your manuscript on submission by referring to the template and author guidelines. Any papers not fulfilling these requirements based on the guidelines to authors will not be processed
Arjuna Subject : Umum - Umum
Articles 84 Documents
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WESTERN EDUCATIONAL PHILOSOPHIES IN THE PERSPEKTIF OF ISLAMIC EDUCATION: A PHILOSOPHICAL FILTERING FRAMEWORK BASED ON TARBIYAH, TA’LIM, DAN TAZKIYAH Darnanengsih Darnanengsih; Masriwaty; Afifuddin; Marjuni; Rusyaid Rusyaid
Atta'dib Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026)
Publisher : IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/attadib.v7i1.11313

Abstract

This article analyzes the major schools of educational philosophy idealism, realism, materialism, pragmatism, and existentialism within the framework of Islamic education and the contemporary Indonesian educational context. Using a qualitative library research method, this study examines classical and contemporary literature to explore the ontological, epistemological, and axiological foundations of each philosophical school. The findings indicate that these schools emerged from specific historical and social contexts and offer distinct yet complementary perspectives on educational aims and practices. The study further reveals that the Islamic educational concepts of tarbiyah, ta’lim, and tazkiyah provide an integrative framework capable of synthesizing diverse philosophical traditions while maintaining the normative orientation of Islamic education. In the Indonesian context, particularly under the implementation of the Merdeka Curriculum, these philosophical schools remain relevant when applied flexibly and contextually to support character education, competency development, and learner autonomy. This study concludes that an integrative and complementary philosophical approach is essential for developing holistic and responsive educational practices in contemporary Islamic education
EXPLORING STUDENTS' EXPERIENCES AND PERCEPTIONS OF AN AI APPLICATION IN QURAN MEMORIZATION LEARNING Sugiyanto Sam Sugian
Atta'dib Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026)
Publisher : IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/attadib.v7i1.11364

Abstract

The development of artificial intelligence technology has spurred innovations in education, including the use of an AI Application as a supporting medium for Quran memorization. This study aims to describe students’ experiences and perceptions regarding the use of an AI application in the process of memorizing the Quran at Darussalam Bone Islamic Boarding School. A qualitative descriptive approach was employed, with data collected through online questionnaires distributed via Google Forms to 20 students. The research instrument was designed to explore students’ experiences in using an AI application and their perceptions of its benefits and limitations. The results indicate that using an AI application provides benefits as a supportive medium for memorization, particularly in assisting murojaah (memorization revision), understanding the meaning of verses, and offering flexibility for independent learning. However, the application has limitations in improving recitation accuracy and supporting progress in memorization, mainly due to insufficient features for correcting recitations and limited personal interaction. Therefore, the AI application is considered a complementary tool that cannot replace the role of an ustadz (teacher) in Quran memorization learning. This study recommends further development of an AI Application to make it more accurate, interactive, and aligned with the needs of tahfidz learning in Islamic boarding schools.
RECONSTRUCTING THE ESSENCE OF METHODS, TOOLS, AND MEDIA IN ISLAMIC EDUCATION IN THE DIGITAL ERA: A TA'DIB AND SPIRITUAL EDUCATION PERSPECTIVE Ahmad Hikam Mutha’aliin; Abdullah Thalib; Muhammad Luthfi Dzulfikar; Nurhilal Ahmad Fathin Abdurrasyid; Irsad Dulanam
Atta'dib Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026)
Publisher : IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/attadib.v7i1.11589

Abstract

Contemporary Islamic education faces a crisis of meaning in the digital era, frequently reducing instructional media and tools into value-neutral, pragmatic instruments and neglecting their spiritual dimensions. This research aims to establish a rigorous ontological demarcation between educational tools and media and to construct an integrative philosophical framework for their use based on Islamic epistemology. This qualitative library research employs a philosophical approach. Data were collected heuristically from academic databases and classical texts, with a focus on the foundational works of Syed Muhammad Naquib Al-Attas and Al-Ghazali. The analysis technique employs hermeneutic interpretation, validated through source triangulation, to systematically dissect the esoteric layers of educational technologies. The findings demonstrate a novel theoretical contribution by proving that while tools are merely functional-technical instruments, digital media act as value-laden, meaning-making environments. Furthermore, this study offers a new integrative paradigm by contextualizing classical Sufi concepts to solve modern digital challenges: translating Al-Ghazali’s mujahadah and riyadhah into digital self-regulation, while operationalizing Al-Attas’s Ta'dib to design media that respect the hierarchy of knowledge. Conclusively, addressing digital disruption requires shifting from mechanical pedagogy to a holistic integration in which digital media serve as esoteric intermediaries, actively guiding students toward moral maturity, adab, and divine consciousness.
TRANSFORMING ‘URF-BASED CULTURAL VALUES INTO ISLAMIC EDUCATIONAL VALUES: LESSONS FROM THE KULFOT TRADITION OF THE SERAM COMMUNITY, MALUKU, INDONESIA Muhammad Asykur Muchtar
Atta'dib Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026)
Publisher : IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/attadib.v7i1.11744

Abstract

Contemporary Islamic education faces increasing challenges in maintaining its relevance amid rapidly changing social and cultural contexts. This situation highlights the need for educational approaches that are responsive to local wisdom and community realities. This study aims to examine the educational values embedded in the Kulfot tradition of the Seram community in Maluku and to explore how these values can be transformed into Islamic educational values through the framework of ‘urf. Employing a qualitative library research approach, the study draws on literature related to ‘urf, Islamic law, local wisdom, indigenous knowledge, and Islamic education, as well as studies on cultural traditions in Maluku. Data were collected through document analysis and examined using content analysis and thematic analysis. The findings reveal that Kulfot embodies core values such as solidarity, cooperation, collective responsibility, social harmony, and deliberation. These values meet the criteria of al-‘urf al-ṣaḥīḥ and function as mechanisms for cultural learning and intergenerational value transmission. The study further shows that ‘urf serves not only as a means of legal validation but also as an epistemological bridge that connects local cultural practices with Islamic educational values. Based on these findings, the study proposes a conceptual model of Culture–‘Urf–Education, which illustrates how local wisdom can be transformed into educational values within an Islamic framework. The findings contribute to the development of culturally responsive Islamic education, character education, and community-based learning, while enriching discussions on the relationship between culture, Islamic law, and education in Muslim societies.

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