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At-Tarbawi: Jurnal Kajian Kependidikan Islam
Published by Universitas Islam Negeri Raden Mas Said Surakarta
ISSN : 25278231     EISSN : 25278177     DOI : -
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
At-Tarbawi: Academic Journal on Islamic Education Studies by Islamic Education and Teacher Training Faculty, Institut Agama Islam Negeri Surakarta, Central Java, Indonesia This is an academic journal on Islamic Education Studies published twice a year. It contains articles from current research on Islamic Education field, including Islamic education, Arabic education, Islamic kindergarten teaching, Islamic elementary school teaching, Arabic language and literature, Islamic history and culture. At-Tarbawi invites scientists, academicians, researchers, and professionals in the discipline of Islamic education to submit their best manuscripts that correspond with the topics above. Articles may be written in Indonesian, English, or Arabic.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 10 No. 1 (2025): January - June 2025" : 6 Documents clear
Empowering functional skills through digital literacy and ICT self-efficacy: Evidence from rural Islamic secondary schools in Pakistan Majeed, Muhammad Kashif; Ahmad, Tunku Badariah Binti Tunku; Khan, Ammar Saleem
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

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

Abstract

In response to the evolving demands of 21st-century education, the cultivation of digital competencies among teachers is critical to enhancing instructional quality and student learning outcomes. Despite growing recognition of the importance of digital literacy and ICT self-efficacy, empirical investigations into their impact on functional skills, such as communication, critical thinking, and problem-solving, remain limited, particularly within rural Islamic secondary schools in Pakistan. This study explores the extent to which digital literacy and ICT self-efficacy predict the development of functional skills among teachers in Kot Addu South, Pakistan. Employing a quantitative survey design, data were collected from 440 Islamic secondary school teachers using a structured questionnaire. Reliability and validity were ensured through expert review and pilot testing, and data analysis was conducted using descriptive statistics, correlation analysis, and t-test regression via SPSS. Findings reveal moderate digital tool utilization among participants, yet those with higher levels of digital literacy and ICT self-efficacy demonstrated significantly greater proficiency in functional skills. Positive and statistically significant correlations were observed between digital literacy and all three domains of functional skills. Although gender-based variations were minimal, both male and female teachers benefitted from enhanced digital capabilities. These results emphasize the strategic importance of fostering digital literacy and ICT self-efficacy through targeted training programs. The study provides valuable insights for educational policymakers, school leaders, and professional development designers to elevate teacher effectiveness and bridge digital inequities in under-resourced educational environments.
Integrating Islamic values and technological advancements in leadership and governance: A qualitative study of elementary school principals in Nigeria Shu‘aib, Babamole, Murtadah; Dagbo, Yusuf Mashood
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i1.11775

Abstract

This study explores how elementary school principals in Abuja, Nigeria, integrate Islamic leadership values and information and communication technology (ICT) in their leadership styles and governance practices. As educational institutions face increasing demands for ethical leadership and digital governance, this research examines how faith-based values and technological tools converge to shape school management. The study aimed to investigate two key areas: (1) the leadership styles of school principals informed by Islamic principles, and (2) the implementation of good governance through participatory and transparent practices supported by ICT. A qualitative multiple case study design was employed, involving 12 principals from Islamic-oriented elementary schools in Abuja. Data were collected through semi-structured interviews and non-participant observations, then analyzed thematically using a coding framework based on Islamic leadership theory, transformational leadership, and good governance models. Findings revealed that principals adopted a hybrid leadership model combining Islamic ethics, such as amanah (trust), adl (justice), and shura (consultation), with transformational leadership traits, including staff motivation and collaborative vision. ICT tools such as WhatsApp, Google Forms, and digital dashboards were used to enhance transparency, stakeholder engagement, and performance monitoring, all while reinforcing Islamic values of accountability and justice. The study concludes that effective educational leadership in Islamic contexts can be both spiritually grounded and technologically adaptive.
“Bridging the digital gap”: Students’ awareness, ease of use, and self-efficacy towards online learning among university students in Nigeria Hamzat, Afeez Abiola
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i1.11778

Abstract

The integration of online learning applications has become an indispensable innovation in 21st-century education. Platforms such as Zoom, Google Classroom, Microsoft Teams, and Canvas have facilitated internet-based learning, especially during the COVID-19 pandemic. However, the extent to which students adopt and effectively use these tools remains uneven. This study investigated undergraduate students’ awareness, perceived ease of use, and self-efficacy in using online learning applications across universities in Oyo State, Nigeria. A descriptive survey design was employed, involving 270 undergraduate students selected through simple random sampling from three purposively chosen universities. Data were collected using a researcher-designed questionnaire, validated and tested for reliability (Cronbach’s Alpha = 0.76). Descriptive statistics (mean scores) and inferential statistics (independent sample t-test) were used for data analysis. Findings revealed that students’ awareness of online learning applications was high (M = 2.64), and their perceived ease of use was positive (M = 2.63). However, their self-efficacy in using these applications was low (M = 1.90), indicating a gap between recognition and confident usage. This suggests that despite being familiar with digital platforms, many students still lack the confidence and skills needed to navigate them effectively. No significant gender difference was found in students’ self-efficacy levels (p = .42, p > .05). The study concludes that while awareness and perceived usability are encouraging, students' confidence in using online learning tools remains inadequate. It recommends enhanced access to digital infrastructure and targeted capacity-building workshops to improve self-efficacy and maximize the benefits of online learning.
The idea of ‘flipped curricula’ and letting students design their own classes: Learning from United Kingdom and Indonesian forest schools Suharto, Toto; Syaifuddin, Muhammad Irfan; Lawton, Megan J.
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i1.11785

Abstract

The present study explores the dynamic interplay between compulsory and self-directed curricula within the unique context of “open schools,” with a particular focus on comparative cases from England and Indonesia. It aims to investigate how these schools, often referred to as jungle or nature schools, navigate the challenges of national curriculum mandates while promoting educational autonomy, inclusivity, and student-centered learning. Employing a qualitative comparative case study design, the research draws on data collected through semi-structured interviews with principals, teachers, and parents, direct classroom observations, and document analysis across six selected schools (three in each country). The findings reveal that these schools employ flexible, innovative curriculum strategies, ranging from full autonomy to hybrid compliance, while integrating nature-based and experiential learning, community governance, and culturally responsive practices. Their responses to national curriculum frameworks vary from strategic adaptation to implicit negotiation or radical autonomy. The study concludes that open schools can offer transformative models of inclusive and holistic education that prioritize developmental needs over uniform standards. Theoretically, the study contributes to debates on curriculum autonomy and inclusive education; practically, it offers insights for educators and policymakers seeking alternatives to one-size-fits-all curricula. While the study is limited to a small sample and qualitative scope, it opens avenues for further research into replicating adaptive curriculum models in diverse global contexts.
Artificial Intelligence in Indonesian Education: A Critical Review of Ethical Considerations, Implementation Challenges, and Educational Management Perspectives Raharjo, Riris Setyaningrum; Rohmadi, Samsul Huda
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i1.12141

Abstract

This study critically reviews the ethics and challenges of Artificial Intelligence (AI) implementation in education in Indonesia, addressing a significant research gap concerning comprehensive, context-specific, and management-focused analyses. The primary purpose is to identify ethical dilemmas and practical challenges in AI integration within Indonesian educational settings and propose pragmatic solutions. Employing a descriptive qualitative approach with a critical literature review design, the study systematically analyzed academic literature and policy documents from Scopus, Google Scholar, and ERIC, published between 2020 and 2024. Data were meticulously analyzed using content and thematic analysis. Key findings reveal that while AI offers substantial potential for personalized learning and efficiency, its adoption in Indonesia is significantly hindered by pressing ethical concerns, including student data privacy vulnerabilities, the pervasive threat of algorithmic bias, and challenges to academic integrity. These ethical issues are compounded by substantial infrastructural disparities, particularly in remote regions, and a widespread deficit in digital literacy among educators and students. Furthermore, the research highlights critical educational management and policy gaps, characterized by a lack of comprehensive national strategies, clear institutional guidelines, and robust accountability mechanisms. The study concludes that successful AI integration in Indonesian education necessitates a holistic, integrated, and values-driven strategic management approach, emphasizing ethical governance, extensive capacity building, and robust policy formulation to ensure AI enhances human dignity and educational quality rather than exacerbating existing inequalities. 
Unpacking the policy implementation in Islamic schools: A case of MAN 1 Kudus Indonesia Abadi, Nur; Alfayn, Mukhammad Akhmad Najich
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 1 (2025): January - June 2025
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/attarbawi.v10i1.12268

Abstract

This qualitative case study investigates the complex dynamics of policy implementation within Islamic educational institutions in Indonesia, focusing on the "madrasah unggul" (excellent madrasah) policy at MAN 1 Kudus. The study's purpose is to unpack how national directives are operationalized at the school level, examining the interplay between government mandates and institutional leadership. Employing a qualitative case study design, data were collected through in-depth, semi-structured interviews with key informants, including the kabid (head of the Islamic education division at the regional office) and the headmaster of MAN 1 Kudus, supplemented by document analysis and non-participant observations. Key findings, analyzed through Edward III’s model, reveal that successful implementation is driven by a highly effective, two-way communication flow, robust and strategically managed human and financial resources, and a strong, proactive disposition among implementers. Furthermore, an adaptive bureaucratic structure, characterized by collaborative problem-solving rather than rigid enforcement, significantly facilitates policy execution. While the school demonstrates exemplary resource mobilization and commitment, emerging concerns regarding educator workload highlight areas for continuous improvement. The study concludes that effective policy implementation in such hybrid educational settings hinges on adaptive governance and strong stakeholder collaboration, providing valuable insights for policymakers and school leaders. Despite its specific institutional focus, this research underscores universal principles for enhancing educational reforms in diverse contexts.

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