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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
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Search results for , issue "Vol. 10 No. 2 (2025): July-December 2025" : 6 Documents clear
Navigating the tension: Islamic value and digital transformation in Pakistani educational management Hussain, Mujahid
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 2 (2025): July-December 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.v10i2.13017

Abstract

This study investigates how educational management is practiced within Islamic institutions by integrating conceptual analysis with qualitative field data from selected madrasas and Islamic universities in Pakistan. Although educational management in Islamic institutions has been widely discussed theoretically, there remains a lack of empirical studies that examine how administrators and teachers actually implement Islamic values in day-to-day management practices, which creates an important gap in the literature. Drawing on qualitative multiple-case study, data were gathered through semi-structured interviews with administrators (n = 12) and teachers (n = 18) and supported by a review of institutional documents. The study explores how values such as amanah, shūrā, and ihsan shape leadership behaviour, curriculum decisions, and responses to digital transformation. Thematic analysis reveals that management processes often rely on traditional authority structures and limited strategic planning, and that digital innovation is acknowledged as important yet constrained by inadequate resources. Participants also expressed the ongoing tension between preserving religious authenticity and meeting modern educational demands. Overall, the findings highlight the need for a professionalized and ethically grounded management model that reflects Islamic principles while responding effectively to contemporary educational challenges, and the study proposes an integrated leadership framework to support institutional sustainability and innovation. 
Economic, social, and professional challenges of madrasa graduates in Pakistan: Pathways for transformative reform Abdullah, Samreen; Mehboob-Ur-Rehman, Mehboob-Ur-Rehman
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 2 (2025): July-December 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.v10i2.13144

Abstract

Madrasa education constitutes a significant component of Pakistan’s educational landscape; however, its graduates often face persistent economic, social, and professional marginalization due to limited alignment between traditional curricula and contemporary societal demands. Despite their strong grounding in Islamic scholarship, many graduates struggle to access diverse employment opportunities and social mobility. This study aims to examine the economic, social, and professional challenges faced by madrasa graduates in Pakistan and to explore reform-oriented strategies that enhance their social inclusion and employability without compromising religious identity. Employing a mixed-methods design, data were collected through questionnaires administered to approximately 100 madrasa graduates affiliated with major religious boards across Pakistan, complemented by semi-structured interviews with graduates, educators, and madrasa administrators. Descriptive, analytical, and comparative approaches were used to identify recurring patterns and structural constraints. The findings reveal that curriculum rigidity, resistance from senior religious authorities, lack of vocational and technical training, and limited pedagogical innovation significantly hinder graduates’ integration into mainstream society and employment sectors. However, the study also identifies strong support for gradual curriculum reform, vocational skill integration, and targeted teacher professional development. The study concludes that transformative yet context-sensitive madrasa reforms, particularly the integration of skill-based education and modern pedagogical training, are essential for empowering graduates, reducing social stigma, and strengthening madrasas’ contribution to national development. These findings offer a replicable framework for madrasa reform in comparable Muslim-majority contexts.
Fostering social inclusion in Islamic elementary schools: Teacher support, peer interaction, and religious values Ardianti, Amelia Rizki; Setiaji, Calista Amalia; Widyasari, Choiriyah; Minsih, Minsih
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 2 (2025): July-December 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.v10i2.13156

Abstract

Inclusive education extends beyond physical access to schooling and requires meaningful social participation among all learners, including students with special needs. In Islamic elementary schools, inclusive practices are further shaped by religious values that emphasize compassion, justice, and collective responsibility. However, empirical evidence remains limited on how social interactions are enacted in everyday classroom life and how teacher support operates within faith-based inclusive settings. This study aims to examine how social interactions between students with special needs and their peers manifest in inclusive Islamic elementary schools and to analyze the role of teacher support in shaping the form, quality, and sustainability of these interactions. Using a qualitative ethnographic approach, data were collected over six months through participant observation, in-depth interviews with teachers, students, and parents, and document analysis in three inclusive Islamic elementary schools in Kartasura, Indonesia. Data analysis followed the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing. The findings reveal that social interaction is highly context dependent, with more frequent and reciprocal engagement occurring during structured learning activities, while unstructured situations such as recess remain vulnerable to social exclusion. Teacher support emerged as a decisive factor in fostering inclusion through emotional reassurance, instructional scaffolding, and social mediation, particularly when grounded in Islamic values such as rahmah (compassion), cooperation, and moral responsibility. The study concludes that teachers function as key agents of social inclusion in Islamic elementary schools, and that culturally grounded, sustained teacher support is essential for strengthening peer acceptance and meaningful participation. These findings offer important implications for teacher preparation, inclusive pedagogy, and policy development in faith-based educational contexts.
Reclaiming sacred knowledge: Afghan women’s agency and Islamic education in post-2021 Afghanistan Basira Mujadidi; Mujadidi, Fayza
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 2 (2025): July-December 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.v10i2.13219

Abstract

Islamic education is a fundamental right in Islamic tradition for both women and men. However, in Afghanistan, women’s access to Islamic education has fluctuated across political regimes and has been severely restricted since the Taliban’s return to power in 2021. These restrictions have intensified debates about the relationship between Islamic doctrine, political authority, and women’s religious agency. This study aims to examine the evolution of women’s Islamic education in Afghanistan, identify contemporary opportunities and barriers to access, and explore how women contribute to transforming Islamic educational thought and practice in the post-2021 context. Using a qualitative exploratory design, the study draws on semi-structured interviews with seven women involved in Islamic education, as students, teachers, and religious educators, across Kabul, Herat, and Nangarhar, complemented by document analysis of policy reports, academic literature, and media sources. Data were analyzed thematically. The findings show that women’s Islamic education is shaped primarily by political regimes rather than Islamic doctrine. While formal access has declined sharply since 2021, women continue to engage in Islamic learning through informal, community-based, and limited digital initiatives. Women also play an active role in reshaping pedagogy and interpretation, emphasizing understanding, ethical reflection, and relevance to lived experience. The study highlights women’s agency and grassroots educational resilience, underscoring the need for offline-first, community-centered Islamic education strategies and greater support for female religious educators in Afghanistan.
Beyond technology adoption: How artificial intelligence and teacher competence shape learning quality in religious education Sutawan, Komang
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 2 (2025): July-December 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.v10i2.13360

Abstract

The rapid advancement of Artificial Intelligence in Education (AIEd) has generated growing expectations for improving learning quality. However, evidence suggests that technological innovation alone is insufficient without adequate teacher competence, particularly in value-based and religious education contexts. This study investigates the effects of Artificial Intelligence in Education and teacher competence on learning quality in Buddhist Religious Education schools in Lampung Province, Indonesia, an underrepresented educational setting characterized by limited institutional resources and digital infrastructure. Employing a quantitative survey design, data were collected through validated questionnaires administered to all 76 Buddhist school teachers in the province using a census sampling technique. Multiple linear regression analysis was applied to examine both partial and simultaneous relationships among Artificial Intelligence, teacher competence, and learning quality. The findings indicate that Artificial Intelligence in Education has a significant positive effect on learning quality when analyzed independently. Teacher competence, encompassing pedagogical, professional, and digital dimensions, also shows a strong and significant influence on learning quality. However, when both variables are analyzed simultaneously, teacher competence emerges as the dominant predictor, while the direct effect of Artificial Intelligence becomes statistically non-significant. This suggests that the educational value of AI is largely contingent upon teachers’ competencies in integrating technology into meaningful instructional practices. The study concludes that Artificial Intelligence functions as an instructional support tool rather than an independent driver of learning improvement. These findings underscore the importance of aligning technological innovation with continuous teacher professional development to achieve sustainable improvements in learning quality within religious education contexts.
Strengthening holistic assessment in Islamic religious education: Cognitive, psychomotor, and affective domains Muharrozi, Marprilyan; Anwar, Saepul; Romli, Usup
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 10 No. 2 (2025): July-December 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

Assessment in Islamic Religious Education (Pendidikan Agama Islam/PAI) plays a crucial role in fostering not only students’ cognitive achievement but also their practical religious skills and moral character. However, implementing holistic assessment across cognitive, psychomotor, and affective domains remains challenging within real school contexts. This study aims to examine barriers, strategies, and contextual factors influencing the implementation of PAI assessment at the junior secondary level. Employing a qualitative instrumental case study design, the study involved four PAI teachers at a public junior secondary school in Bandung, Indonesia. Data were collected through semi-structured interviews and document analysis, and analyzed inductively using Miles and Huberman’s interactive model with source and method triangulation to ensure trustworthiness. The findings reveal that cognitive assessment is constrained by students’ heterogeneous abilities and limited instructional time; psychomotor assessment is challenged by uneven student readiness and insufficient foundational religious skills; while affective assessment is hindered by subjectivity, diverse student attitudes, and the absence of standardized assessment guidelines. These domain-specific challenges are further compounded by contextual factors such as weak Qur’anic literacy, limited parental support, student absenteeism, and conflicts with school agendas. Despite these obstacles, teachers adopted adaptive strategies including differentiated assessment, remedial support, peer tutoring, parental collaboration, and integration of assessment into daily religious practices. The study concludes that effective PAI assessment requires a holistic, adaptive, and collaborative approach that integrates all learning domains while remaining sensitive to socio-religious and institutional contexts. The findings highlight implications for teacher professional development, refinement of assessment rubrics, and supportive school policies to strengthen sustainable and authentic PAI assessment practices.

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