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AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal)
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 24426377     EISSN : 27213595     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal) is a double-blind peer reviewed journal on Education published by the Fakultas Ilmu Tarbiyah dan Keguruan UIN Siber Syekh Nurjati Cirebon. Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal) welcomes and accepts qualified original research papers about education which are written by researchers, academicians, professionals, and practitioners from all over the world. This journal is published twice a year. Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal) has already had registration numbers of p-ISSN: 2442-6377 and e-ISSN: 2721-3595 issued by the Indonesian Institute of Sciences (LIPI). Al-Tarbiyah journal was inactive during 2016-2018. In 2019 this journal started continuing the publication of Volume 29.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 35, No 1 (2025)" : 5 Documents clear
The Effectiveness of STEM-PjBL in Enhancing Science Process Skills in Chemistry: A Focus on Stoichiometry Anugrah, Indah Rizki
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 35, No 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v35i1.20243

Abstract

The challenges of 21st-century education require students to develop critical thinking, creativity, and problem-solving skills. Science Process Skills (SPS) play a pivotal role in fostering scientific competence, especially in chemistry learning. This study aims to analyze the implementation and effectiveness of the STEM-Project Based Learning (STEM-PjBL) model in enhancing students’ SPS on the topic of stoichiometry. This research employed a quasi-experimental design with a pretest-posttest control group, involving 66 tenth-grade students from SMA Islam Al-Azhar 5 Cirebon, equally divided into experimental and control classes through cluster random sampling. The experimental class received instruction using the STEM-PjBL model, while the control class was taught using conventional methods. Research instruments included a validated SPS test and observation sheets. Data were analyzed using SPSS 26, including normality and homogeneity tests, independent sample t-test, and normalized gain (N-gain) calculations. The results showed that students in the experimental class demonstrated significantly greater improvement in all 11 aspects of SPS, including observing, classifying, predicting, hypothesizing, planning experiments, applying concepts, and communicating scientific findings. The t-test revealed a significant difference between the two groups (p < 0.05), while the N-gain in the experimental class (mean = 0.574) was categorized as moderate and higher than the control group (mean = 0.274). These findings indicate that the STEM-PjBL model is an effective and innovative instructional strategy for improving science process skills and conceptual understanding in chemistry education, particularly in complex topics such as stoichiometry.
Reorienting Islamic curriculum and pedagogy in Indonesia: Aligning with national character education policy Alhamuddin, Alhamuddin; Arifin, Abdul Gafur
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 35, No 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v35i1.20276

Abstract

Although character values are embedded in the Islamic education curriculum in Indonesia, a gap persists between policy and classroom implementation. The main objective of this study is to reorient Islamic curriculum and pedagogy in alignment with Indonesia’s national character education policy. This study explores how character education is applied in Islamic education through curriculum, teaching, and assessment. A mixed-methods approach was used, combining a survey of 22 teachers and analysis of curriculum documents. The findings revealed that while values such as honesty, responsibility, and respect were included in lesson plans and textbooks, they were rarely implemented through interactive teaching methods or assessed using formal tools. Most teachers used lectures and moral preaching, with limited application of reflective or student-centered strategies. The study concludes that character education remains superficial without integrated pedagogy and assessment. The proposed reoriented model suggests a threefold transformation. First, policy-aligned value mapping should explicitly link Islamic moral concepts with the six dimensions of the Pancasila Student Profile. Second, reflective pedagogies must replace or complement the current didactic model. Third, assessment reform is essential. These findings offer insights for policymakers and educators seeking to enhance the effectiveness of character education in schools.
Navigating curriculum reform: Self-efficacy of Islamic religious education teachers in Indonesia’s Merdeka Curriculum implementation Muslihudin, Muslihudin; Muthia, Anisatun; Mildan, Abd. Rachman
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 35, No 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v35i1.21776

Abstract

The Merdeka Curriculum represents a educational policy reform currently being implemented across Indonesia. Its successful execution hinges significantly on teachers’ capacity to adapt, who play a pivotal role in character development. This study aims to examine the level of self-efficacy among Islamic Religious Education (PAI) teachers in implementing the Merdeka Curriculum, identify their strengths and challenges, and propose actionable solutions. A quantitative descriptive survey design was employed, involving 78 PAI teachers enrolled in the Professional Teacher Education Program (PPG) at UIN Siber Syekh Nurjati Cirebon who completed a self-assessment questionnaire measuring multiple dimensions of self-efficacy based on Bandura’s theoretical framework. Results indicate a high level of self-efficacy among PAI teachers in understanding the conceptual foundations of the Merdeka Curriculum (mean > 4.0). However, self-efficacy scores were moderately lower regarding practical application skills (mean > 3.8), with most teachers reporting an overall "Good" level of confidence. The study affirms the relevance of Bandura’s self-efficacy theory in educational reform contexts, highlighting mastery experiences as a key contributor to teacher confidence. It concludes that fostering teacher self-efficacy should be embedded within curriculum reform strategies, emphasizing professional development programs that move beyond knowledge transmission to include authentic and experiential learning opportunities.
Integrating emotional and spiritual quotient into the P5 program for bullying prevention in elementary schools Saputra, Agus Hasan; Suhartini, Andewi
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 35, No 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v35i1.19272

Abstract

Bullying continues to be a serious problem in education, eroding children’s emotional health, pulling down their academic motivation, and distorting the positive atmosphere in their classrooms. Deepening character education by weaving together the Pancasila Student Profile (P5) values and the Emotional-Spiritual Quotient (ESQ) framework helps students master self-control and cultivates a culture of respect to prevent bullying. This study aimed to examine the implementation of the Pancasila Student Profile Strengthening (P5) theme ‘Building Soul and Body’ by integrating the Emotional and Spiritual Quotient (ESQ) approach as a strategy for bullying prevention in elementary schools. Conducted at SDN 224 Cijambe, Bandung, the research adopted a Classroom Action Research (CAR) design involving 84 fourth-grade students over two weeks. The study integrated lectures, group discussions, simulations, and reflective activities to foster empathy, emotional regulation, and social skills. The findings reveal that bullying behaviors, such as verbal teasing, significantly decreased from 40% to 10%, while active participation in group activities increased from 20% to 75%. Students demonstrate a deeper awareness of respecting their peers, fostering a more positive classroom environment. Activities such as collaborative games and discussions allowed students to reflect on their actions and develop emotional intelligence. This research highlights the success of integrating P5 and ESQ in character education, emphasizing the importance of empathy, responsibility, and social harmony in combating bullying. Teachers played a pivotal role as facilitators and role models in program success, though challenges such as time constraints in implementation were noted. This approach offers a scalable model for broader application in other educational settings.Keywords: Bullying prevention, character development, elementary education, ESQ   
Integrating RME and Geogebra: Transforming mathematics learning to support students’ mathematical literacy Adella, Rizqi
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 35, No 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v35i1.23679

Abstract

The low mathematical literacy of Indonesian students as shown by the PISA results has become an issue in education.  This study aims to analyze the effect of the Geogebra-assisted RME approach on students' mathematical literacy skills. This study applied a quantitative method with a One-Group Pretest-Posttest Design, which was carried out on 30 ninth grade students of SMP Negeri 2 Kapetakan, Cirebon Regency. The instruments used include a mathematical literacy test and student response questionnaires. Data were collected through test and questionnaire, then analyzed using N-gain and simple linear regression. The results showed that the average N-gain score of 0.85 was in the high category, which indicates a significant increase in mathematical literacy skills. In addition, the results of a simple linear regression test showed that the implementation of Geogebra-assisted RME had a positive and significant effect on students' mathematical literacy skills, with an R2 value of 0.337. These findings show that a contextual learning approach supported by interactive technology is effective in improving students' ability to understand, apply, and interpret mathematical concepts in real life. This research makes an empirical contribution to the integration of RME approaches and technology in geometry learning and mathematical literacy at the secondary level.

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