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Tafkir: Interdisciplinary Journal of Islamic Education
Published by Universitas KH. Abdul Chalim
ISSN : -     EISSN : 27234975     DOI : https://doi.org/10.31538/tafkir
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Other
Focus. The focus is to provide readers with a better understanding of Islamic education and present developments through the publication of articles. Scope. Study of Al-Quran and Hadith on Education; Philosophy of Islamic Education; History of Islamic Education; Theological Foundation of Education; Policies of Islamic Education; Politics of Islamic Education; Islamic Education Professionalism; Islamic Education Curriculum; ICT in Islamic Education; E-Learning in Islamic Education; Islamic Education Institution; Teaching and Learning in Islamic Education; Ethnography on Islamic Education; Local Wisdom-Based Islamic Education; Development of Learning Theory and Design; Psychology of Islamic Education; Islamic Education Paradigms; Character of Islamic Education; and Gender in Islamic Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 306 Documents
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Islamic Spiritual Approaches to Address Maladaptive Perfectionism Among Muslim University Students Yuni Saffiyatina; Fitriah M. Suud
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.2568

Abstract

Maladaptive perfectionism is characterized by setting extremely high self-standards and excessive criticism, leading to serious psychological consequences, including stress, academic burnout, procrastination, and anxiety. In this context, Islamic spiritual solutions, such as tawakkul (religious belief) and sabar (patience), are considered effective approaches to building mental resilience. This study aims to identify causal factors, analyze the impact of maladaptive perfectionism on mental health and academic motivation, and explore Islamic Religious Education students' strategies for overcoming these impacts. Using a phenomenological design with a qualitative approach, informants were selected through purposive sampling: five active fifth-semester students who experience maladaptive perfectionism and actively apply Islamic spiritual solutions. Data analysis was conducted using the Miles and Huberman model. Maladaptive perfectionism is driven by a balanced interaction between internal factors (high personal standards, fear of mistakes) and external factors (parental expectations/criticism, competitive campus pressure). The main impacts are high levels of stress and academic burnout, as well as procrastination. Maladaptive perfectionism in college students is triggered by multifactorial pressures, significantly disrupting psychological well-being. Islamic spiritual strategies (dhikr, prayer, worship) and understanding Islamic Religious Education (PAI) material on faith and morals have proven effective as adaptive coping mechanisms for developing self-compassion and self-acceptance. This suggests the need for holistic student mentoring interventions, focusing on mental and spiritual balance.
Analysis of Digital Literacy and School Culture's Impact on Primary School Learning Quality Ulin Nafiah; Sri Utaminingsih; Gunawan Setiadi
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.2964

Abstract

This study examines the relationship between digital literacy, school culture, and the quality of learning in elementary schools. With technology becoming a crucial aspect of modern education, digital literacy and a positive school culture are increasingly recognized as vital components of effective learning. The primary aim of this research is to assess how these two factors influence the overall quality of learning at SD Negeri Gugus RA Kartini, Trangkil. The research adopts a quantitative approach with a correlational design, using a digital literacy questionnaire, a school culture questionnaire, and a learning quality questionnaire administered to 72 teachers and staff. The study's hypothesis proposes that both digital literacy and school culture have a significant impact on learning quality. The results reveal that although digital literacy and school culture are rated as good, neither variable has a significant direct effect on learning quality when tested partially or simultaneously. However, both factors still contribute moderately to explaining variations in learning outcomes. These findings suggest that improving learning quality cannot rely solely on enhancing digital literacy or fostering a positive school culture; it must also consider other factors such as teacher pedagogical competence, learning design, and parental support. The study implies that future educational strategies should integrate digital literacy within a broader pedagogical framework and strengthen school culture in a consistent and collaborative manner to realize its potential impact on learning quality.
Embedding Ta'awun in Aqidah Akhlak Learning: A Character Education Framework from Indonesian Islamic Boarding Schools Abdul Rahman; Rosmaimuna Siregar; Mira Rahmayanti Sormin
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.3050

Abstract

This study aims to analyze the concept and implementation of Ta'awun (mutual assistance) in Aqidah Akhlak (Theology and Morals) learning at Pondok Pesantren Al-Ansor, Padangsidimpuan City. Ta'awun as a fundamental Islamic value is considered crucial in shaping the character of students (santri) in a pesantren environment that emphasizes communal life. The research method used is descriptive qualitative with data collection techniques through observation, in-depth interviews with teachers and students, and document studies. The collected data were analyzed using Miles and Huberman's qualitative data analysis technique, which includes data reduction, data presentation, and conclusion drawing/verification. The results show that the concept of Ta'awun is comprehensively understood and implemented in real terms in daily life at the pesantren, both in academic activities (such as study assistance), daily activities (such as communal cleaning and duty schedules), and in social interactions both inside and outside the pesantren. This implementation is supported by the boarding system, the exemplary role of the ustadz/ustadzah (teachers), and the integration between theoretical learning in the classroom and direct practice. However, the study also identified several inhibiting factors, such as varying levels of student self-awareness and limitations in supervision time. In conclusion, Pondok Pesantren Al-Ansor has successfully made Ta'awun a pillar in forming students' character to be caring, empathetic, and collectively responsible, which aligns with the pesantren's vision to produce clerics who contribute to society.
The Effect of Hadith Tarbawi Utilization in Islamic Education on 21st-Century Learning Readiness: The Mediating Roles of Critical Thinking and Religious Commitment Naila Intania; Muhammad Arif Luthfi; Eli Fitriana; Destriani Destriani; Yuni Hana Lestari
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.3062

Abstract

This study addresses the growing demand for 21st-century learning readiness, which requires not only cognitive competence but also ethical and value-based orientation. Within Islamic Education, Hadith Tarbawi is often underutilized as a pedagogical resource, despite its potential to support holistic student development. Therefore, this study aims to examine the effect of Hadith Tarbawi utilization in Islamic Education on students’ 21st-century learning readiness, with critical thinking and religious commitment as mediating variables. This research employed a quantitative explanatory design involving 218 upper secondary students. Data were collected through structured questionnaires and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The analysis included measurement model evaluation and structural model testing, along with mediation analysis using bootstrapping procedures. The findings reveal that Hadith Tarbawi utilization has a significant positive effect on 21st-century learning readiness, both directly and indirectly. It significantly enhances students’ critical thinking and religious commitment, which in turn contribute to improved learning readiness. Mediation analysis confirms that both variables act as partial mediators, indicating the integration of cognitive and affective-religious dimensions. These results imply that Hadith Tarbawi, when implemented through contextual and reflective pedagogical approaches, can serve as an effective educational tool aligned with contemporary learning demands. This study contributes to bridging Islamic educational sources with modern competency-based frameworks and offers practical guidance for developing holistic, value-oriented learning models in Islamic Education.
The Effect of Self-Efficacy, Creativity, and Learning Motivation on The Religiosity of State High School Students Helfinasyam Batubara; Rusydi Ananda; Retno Sayekti
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.3067

Abstract

Religiosity plays a crucial role in shaping students’ moral character; however, in the contemporary educational context, it is increasingly influenced by internal psychological and academic factors rather than solely by formal religious instruction. This study aims to examine the influence of self-efficacy, creativity, and learning motivation on the religiosity of public senior high school students in Central Tapanuli Regency. The research employed a quantitative approach with a positivist paradigm and a correlational design. A total of 313 students were selected from a population of 1,424 using proportional random sampling. Data were collected through a validated and reliable Likert-scale questionnaire and analyzed using descriptive statistics and multiple linear regression. The findings reveal that self-efficacy, creativity, and learning motivation simultaneously have a significant effect on students’ religiosity, accounting for 51.1% of the variance. Partially, all variables show positive and significant effects, with creativity emerging as the strongest predictor, followed by learning motivation and self-efficacy. These results indicate that students’ religiosity is shaped through the interaction of psychological beliefs, creative thinking, and motivational engagement. The study implies that enhancing students’ religiosity requires a holistic educational approach that integrates psychological development with religious education. Schools are therefore encouraged to design learning environments that foster self-efficacy, support creative expression, and strengthen intrinsic motivation to promote sustainable religious character development.
Integrative Islamic Education for Disability Inclusion: A Psycho-Juristic Literacy Model in Indonesian Pesantren Fathul Fauzi; Muhamad Ripin Ikwandi; Ahmad Hariyadi; M. Aziz Mukti
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 3 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i3.3079

Abstract

Disability inclusion has become an important concern in Islamic education; however, inclusive practices in pesantren are often limited to institutional accommodation and have not fully transformed students’ value orientations toward disability. This study examines the implementation of psycho-juristic literacy as an integrative Islamic education model for strengthening disability inclusion in Indonesian pesantren. The novelty of this study lies in the integration of social psychology, Islamic jurisprudence, and critical literacy within a psycho-juristic literacy framework to promote justice-based and dignity-oriented perspectives on disability. Using a qualitative Participatory Action Research (PAR) design, the study was conducted from January to June 2025 at Pesantren Inklusi Sabilillah, Probolinggo, East Java, Indonesia. Data were collected through participatory observation, semi-structured interviews, focus group discussions, and documentation involving 28 participants, including santri, educators, and pesantren administrators. Data were analyzed through data condensation and thematic analysis integrated within iterative cycles of planning, action, observation, reflection, and evaluation. The findings reveal that psycho-juristic literacy facilitated a significant transformation in participants’ understanding of disability, shifting from charity-based perceptions toward justice-based, dignity-oriented, and rights-centered perspectives grounded in Islamic values. This transformation was reflected in changes in attitudes, social interactions, peer collaboration, and inclusive educational practices. The study also found that integrating psychological awareness, Islamic juridical reasoning, and critical reflection strengthened the internalization of inclusive values and fostered a more inclusive pesantren culture. This study contributes to the development of integrative Islamic education by offering an empirically grounded model that bridges theological principles, social psychology, and critical pedagogy for disability inclusion. The findings suggest that psycho-juristic literacy has the potential to support sustainable inclusive education and promote socially transformative learning within Islamic educational institutions.

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