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Jamiludin Usman
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Tadris: Jurnal Pendidikan Islam
Published by Universitas Islam Negeri Madura
ISSN : 1907672X     EISSN : 24425494     DOI : http://doi.org/10.19105/tjpi
Core Subject : Religion, Education,
Religion Education
Tadris: Jurnal Pendidikan Islam is an open-access peer-reviewed journal published by the Tarbiyah Faculty of State Islamic Institute of Madura. Tadris Journal is published twice a year in June and December, the contents are scientific writings on Islamic Education in form of conceptual ideas, literature reviews, practical writing, or research results from various perspectives.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 672 Documents
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Islamic Religious Education in the Formation of Spiritual Resilience in Drug Users: A Systematic Review of the Literature Ibnu Chudzaifah; Sukiman; Sibawaihi; Akhmad Roja Badrus Zaman
TADRIS: Jurnal Pendidikan Islam Vol 20 No 1 (2025)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i1.15706

Abstract

This study aims to explore the role of Islamic Religious Education and spirituality in the recovery process of drug addicts. with the Systematic Literature Review (SLR) approach. Through spiritual approaches such as dhikr, prayer, meditation, and introspection, Islamic education provides emotional support, improves mental health, and strengthens the psychological resilience of addicts. Several countries such as Uzbekistan, the United States, and Malaysia have implemented a spiritual-based rehabilitation approach that has proven effective, by adapting local values. In Indonesia, the Inabah method applied in Islamic boarding schools has succeeded in helping thousands of addicts in their recovery. In addition, the use of technology such as the Virtual-Inabah application increases the accessibility and effectiveness of spiritual-based therapy. These findings suggest that the integration of religious education and Islamic psycho-spiritual approaches can improve the quality of life of addicts and reduce the risk of relapse.
Studying in China: Analysis of the Implementation of Formative Assessment in Learning and its Contribution to Islamic Religious Education Amiruddin; Khalid Hasan Minabari; Kusaeri; Fauziah Md. Jaafar
TADRIS: Jurnal Pendidikan Islam Vol 19 No 2 (2024)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v19i2.15750

Abstract

The education system in China is heavily influenced by Confucianism, which has led to an exam-oriented education system and a teacher-centered approach to learning. This environment is less conducive to the implementation of formative assessment, which emphasizes evaluating the learning process. However, this does not mean that process-based assessments are not applied in China. On the contrary, formative assessments are still used despite challenges from a system that prioritizes exam results. This article discusses the implementation, effectiveness, challenges of formative assessment in China, and contributions for Islamic Religious Education. The method used is a Systematic Literature Review (SLR) with the help of Prisma 2020. The results show that formative assessment in China is implemented through various methods such as student journals, portfolios, teacher-student interactions, formative tasks, self-assessment, peer assessment, classroom observation, and feedback. Formative assessment has proven effective in improving students' academic performance. However, its implementation faces challenges at the macro level (national education policy), meso level (school management), and micro level (classroom practices). Several formative assessment practices in China that can be adapted for assessment in Islamic education include feedback, portfolios, formative tasks, self-assessment, and peer assessment.
A Comparison of Al-Mawardi and Zakiah Daradjat's Thoughts on the Ideal Educator Ratna Kasni Yuniendel
TADRIS: Jurnal Pendidikan Islam Vol 20 No 1 (2025)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i1.15840

Abstract

Education in Indonesia is said to have been unsuccessful (if not a failure) in achieving national educational goals. Among the indications of this is the suboptimal guidance provided by educators to students, especially in the affective domain, highlighting the need to optimize the role and function of educators in formal institutions. The purpose of this study is to analyze and compare the thoughts of Al-Mawardi, a classical scholar, and Zakiah Daradjat, a modern educational psychologist, on the concept of the ideal figure of an educator in formal educational institutions. This research is library research (literature study). The primary data sources for this research consist of the works of Al-Mawardi and Zakiah Daradjat, while the secondary data sources include books and literature related to the two figures being studied. The results of the study show that Al- Mawardi emphasizes the importance of noble character, profound knowledge, and authority as the main characteristics that an educator must have, in line with the Islamic educational perspective that emphasizes morality and leadership. Meanwhile, Zakiah Daradjat emphasizes the psychological aspects of education, focusing on empathy, attention to students' mental health, and the importance of an emotional approach that supports students' holistic development. Although both come from different social contexts, their thoughts complement each other in an effort to shape the ideal educator.
The Role of Islamic Religious Education in Overcoming Negative Behavior of Generation Z on Social Media Faizudin; Wasehudin
TADRIS: Jurnal Pendidikan Islam Vol 20 No 1 (2025)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i1.15974

Abstract

The rapid advancement of social media platforms has greatly influenced Generation Z's behavioral patterns, especially regarding ethical considerations and digital accountability. Islamic Education (PAI) has the potential to serve as a mechanic to foster ethical behavior in the digital realm; however, teachers continue to face challenges in aligning religious principles with contemporary digital practices. This study was designed to investigate the function of Islamic education in fostering ethical behavior among students in the context of social media. The research methodology employed is qualitative, using a case study approach at SMK IT Al-Khairiyah Cilegon, incorporating the perspectives of both PAI teachers and students as participants. The findings show that the incorporation of Islamic values in religious education significantly enhances students' understanding of the critical nature of digital ethics, despite the constraints posed by curriculum limitations and technological challenges. The study advocates the integration of digital ethics into the PAI curriculum and emphasizes the need for enhanced training for teachers to effectively utilize technology in instructional practices. The implications of this study underscore the need for curriculum modernization and the imperative to enhance teachers' ability to nurture students' ethical and responsible digital identities.
Enhancing Moral Understanding and Character Development in Higher Education: Insight from Skinner Learning Theory Dimyati Sajari; Gelar Dwirahayu; Muhammad Umudee
TADRIS: Jurnal Pendidikan Islam Vol 20 No 1 (2025)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i1.16021

Abstract

B.F. Skinner, as a behaviourist, emphasized that Learning is shaped more by observable behaviour than by cognition alone. This study explores the application of Skinner’s theory in moral education, aiming to enhance students’ attitudes and character development. Conducted during the odd semester of the 2022 to 2025 academic year, the research employed a case study involving 154 undergraduate students from the Mathematics Education program at UIN Syarif Hidayatullah Jakarta. Findings indicate that applying Skinner’s principles significantly improved students’ cognitive understanding of moral concepts, as reflected in an average score of 82%. More notably, students demonstrated positive behavioural changes through presentations and individual assignments, including reflective activities that encouraged them to connect moral theory with personal conduct. The novelty of this study lies in extending Skinner’s theory—traditionally applied to cognitive Learning—into the domain of moral education, highlighting its relevance for character formation in higher education. While current instructional practices remain predominantly cognitive, this research advocates for a more balanced approach that integrates behaviour-focused strategies to foster moral development. The findings affirm that Skinner’s theory remains a viable pedagogical framework for cultivating both understanding and ethical behaviour among university students.
Contextualization of Mahmud Yunus' Concept of Islamic Education in Madrasah Tsanawiyah Rimayul Wafa; M. Yunus Abu Bakar; Ah. Zakki Fuad
TADRIS: Jurnal Pendidikan Islam Vol 20 No 1 (2025)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i1.17311

Abstract

Islamic education evolves to respond to global changes. This situation is a challenge for Islamic education to ensure its progress in terms of existence and management. This study aims to determine the implementation of Mahmud Yunus' concept of Islamic education in MTs. Manba'ul Hikam Sidoarjo. The method used in this research is descriptive method with qualitative approach. Data collection is done by using observation, interview and documentation methods. Data analysis is done through data reduction, data interpretation, and conclusion. The results of this study indicate that Mahmud Yunus' concept of Islamic education can be implemented to overcome the problems of Islamic education at MTs. Manba'ul Hikam Sidoarjo. In MTs. Manba'ul Hikam Sidoarjo, Mahmud Yunus' concept of Islamic education is implemented starting from the objectives of Islamic education based on moral education, an integrated curriculum, methods that are always developing, educators who must be willing to learn with technological developments and evaluations that use letters instead of numbers. Unlike previous studies that primarily explored Mahmud Yunus’s ideas in a historical or theoretical context, this research provides an empirical application within a contemporary madrasah setting, offering a practical framework for integrating classical Islamic educational thought with modern curriculum policies.
Religious Moderation Education at Madrasah Manbaul Uloom Malaysia Mohammad Thoha; Hilmi Qosim Mubah; Itaanis Tianah; Rinta Ratnawati; Fatikhul Amin Abdullah; Abdul Mukhid; Busahwi
TADRIS: Jurnal Pendidikan Islam Vol 20 No 2 (2025)
Publisher : Islamic State University of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i2.17572

Abstract

This article examines the implementation of religious moderation education at Madrasah Manbaul Uloom through two complementary models: formal and non-formal. The non-formal model is realized through institutional policies that encourage communal interaction in shared spaces without regard to ethnic distinctions, thereby fostering inclusivity and mutual respect. Meanwhile, the formal model is systematically integrated into the curriculum, ensuring that values of moderation are embedded within structured learning processes. Employing a qualitative research approach with a descriptive design, this study draws upon interviews with 15 students enrolled at Madrasah Manbaul Uloom, alongside three caregivers (ustadz/teachers) who served as key informants. These perspectives provide nuanced insights into both the conceptualization and practical enactment of religious moderation within the institution. The findings reveal that the values cultivated at Madrasah Manbaul Uloom encompass respect for religious diversity, recognition of ethnic plurality, and the active prevention of violence and hate speech. Collectively, these practices demonstrate how religious moderation education can be operationalized in ways that not only strengthen interfaith and interethnic harmony but also contribute to the broader goal of nurturing a peaceful and tolerant society. This study underscores the significance of integrating moderation values into both formal curricula and informal institutional practices, offering a model that may be replicated in similar educational contexts.
Beyond Historical Narrative: Integrated Strategies for Fostering Moral Development in Sirah Nabawiyah Instruction Addin Kholisin; Mutamakin; M Yusuf Agung Subekti
TADRIS: Jurnal Pendidikan Islam Vol 20 No 2 (2025)
Publisher : Islamic State University of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i2.18760

Abstract

This article addresses the gap in Sirah Nabawiyah instruction where traditional historical transmission often fails to foster contemporary character development. This study employs a qualitative systematic literature review, analyzing major Islamic studies and education databases through thematic synthesis. Results indicate that monolithic teaching methods are insufficient for sustaining student engagement or observable moral growth. Instead, superior outcomes emerge from integrated designs that link narrative grounding with critical source work, ethical inquiry, and student-led projects. Purposeful technology use further enhances these phases by supporting active production rather than mere digitization. The synthesis emphasizes balancing collaboration with structured reflection to internalize moral vocabulary and perspective-taking. Consequently, this article proposes a teachable methodological cycle and assessment logic for character outcomes. These findings imply that curriculum planning and teacher education should prioritize replicable integrated designs and culturally sensitive dialogue to ensure Sirah learning is both historically rigorous and ethically transformative.
Holistic Islamic Moderation Education: The Contribution of Balanced Thinking in Combating Religious Radicalism Amie Primarni; Makmudi; Mowafg Masuwd; Nabila Yusof; Asep Nuhdi
TADRIS: Jurnal Pendidikan Islam Vol 20 No 2 (2025)
Publisher : Islamic State University of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i2.18763

Abstract

This study examines the effectiveness of a holistic approach in implementing religious moderation education to cultivate balanced thinking and tolerant attitudes among students within the domain of Islamic education. Grounded in Islamic values that emphasize moderation, inclusivity, justice, and intellectual equilibrium, the research employs a qualitative phenomenological design to explore the lived experiences of students, teachers, principals, and parents in schools that explicitly adopt a holistic-based moderation framework. Data were collected through semi-structured interviews, classroom observations, and systematic document analysis, and were analyzed thematically to identify recurring meanings, patterns, and contextual interpretations. The findings indicate that integrating intellectual, emotional, social, and spiritual dimensions significantly contributes to the development of inclusive, empathetic, dialogical, and critically reflective learners. Instructional practices such as project-based learning, cross-cultural engagement, collaborative inquiry, and value-oriented dialogue effectively connect cognitive, affective, and psychomotor domains in meaningful learning experiences. Teachers play a pivotal role in modeling moderation values and facilitating participatory learning environments that strengthen emotional intelligence, mutual respect, and social cohesion within diverse classrooms and communities. The study further demonstrates that holistic moderation education positively influences students’ character formation, interpersonal competence, ethical awareness, and religious maturity, enhancing their resilience against radical, intolerant, and exclusionary ideologies in contemporary societies and educational contexts. Despite its context-bound scope and interpretive nature, this research proposes an integrated conceptual framework that bridges academic achievement and character development, offering theoretical enrichment and practical guidance for educators and policymakers seeking to design inclusive education models that promote tolerance and prevent extremism in pluralistic societies globally.
Implementation of Islamic Religious Education Integrated with the Qur'an-Based Environment in SD Alam Pacitan Ridho Riyanto; Waharjani; Rika Astari; Djamaluddin Perawironegoro; Betty Maulirosa Bustam
TADRIS: Jurnal Pendidikan Islam Vol 20 No 2 (2025)
Publisher : Islamic State University of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i2.18993

Abstract

The research problem originates from the observation that SD Alam Pacitan has experienced a significant decline in the internalization of environmental awareness in recent years. This deterioration is evidenced by increasing ecological crises in Pacitan, including frequent landslides, floods, and seasonal droughts. In response, the school is motivated to integrate ecology-based learning materials into its Islamic Religious Education (IRE) curriculum. Accordingly, this study seeks to examine the development and reinforcement of Qur’anic verses within ecology-oriented IRE, enabling students to comprehend nature through both Islamic and scientific perspectives. Employing a qualitative case study approach, the research involves data collection through interviews, observations, and documentation. Data analysis follows three stages: reduction, display, and conclusion drawing, with triangulation applied to ensure validity. The findings reveal that embedding Qur’anic verses into ecology-based IRE at SD Alam Pacitan enriches the pedagogical experience, fostering a holistic understanding of life by linking ecological themes with Islamic teachings.

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