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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 125 Documents
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Designing a Cloud-based OBE curriculum evaluation system: A multidimensional requirements model for Islamic higher education Khaeroni Khaeroni; Sabri Sabri; Mira Mira
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.14436

Abstract

The implementation of Outcome-Based Education (OBE) requires curriculum evaluation systems capable of monitoring learning outcomes systematically, transparently, and continuously. However, curriculum evaluation in many Islamic higher education institutions remains fragmented, relying on disconnected spreadsheets, paper-based documentation, and isolated academic information systems that hinder evidence-based quality assurance and accreditation processes. This study aims to identify the system requirements for a cloud-based OBE curriculum evaluation system that supports effective governance, constructive alignment, and stakeholder engagement. A development-oriented mixed-methods design employing a convergent parallel approach was adopted. Data were collected from study program leaders, lecturers, quality assurance personnel, students, alumni, and industry representatives through interviews, observations, document analysis, and questionnaires. Qualitative data were analyzed thematically, while quantitative data were examined using descriptive statistics to prioritize system requirements. The findings reveal four interrelated dimensions of system requirements: managerial, technical, pedagogical, and stakeholder integration. Stakeholders emphasized the need for centralized CPL–CPMK databases, cloud-native architecture with API integration, automated OBE mapping and learning analytics, digital assessment repositories, student e-portfolios, and stakeholder portals supporting tracer studies and competency gap analysis. Based on these findings, the study proposes a four-dimensional cloud-based system requirements model that integrates governance, digital infrastructure, pedagogy, and stakeholder participation. The proposed model provides a conceptual foundation for developing scalable curriculum evaluation systems that strengthen quality assurance, accreditation readiness, and graduate relevance in Islamic higher education.
A values-based quality management model for Madrasahs: Evidence from the Tri Harakah program Fuad Anwar; Athok Fu'adi
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.14484

Abstract

Improving the quality of madrasah education requires management approaches that integrate academic excellence with Islamic values and community engagement. Although numerous initiatives have been introduced to strengthen governance and quality assurance, limited research has examined how values-based institutional programs function as comprehensive quality management systems. This study investigates the implementation of the Tri Harakah Program as a quality management model in madrasahs in Karangjati Subdistrict, Ngawi Regency, Indonesia. Employing a qualitative case study design, the research involved 32 participants, including principals, teachers, students, committee members, and community representatives selected through purposive sampling. Data were collected through semi-structured interviews, participant observations, and document analysis, and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings reveal that the Tri Harakah Program strengthens institutional quality through three complementary dimensions: the Madrasah Awards enhance teacher accountability and administrative discipline; the Tahfidz Program cultivates students’ spiritual discipline and learning routines; and the integration of local wisdom reinforces character education and community participation. Leadership commitment, institutional support, and dedicated funding emerged as key enabling factors, whereas administrative workload and limited Tahfidz teachers constrained implementation. The study proposes Tri Harakah as a values-based quality management model that integrates academic, spiritual, and sociocultural dimensions, offering practical guidance for strengthening governance, quality assurance, and sustainable institutional improvement in Islamic education.
Teacher strategies for managing disruptive behavior and student preferences: A case study in primary education Anang Ma'ruf; Ferdiansyah Ferdiansyah; Sukrin Sukrin; Tasrif Tasrif
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.14718

Abstract

Disruptive behavior in elementary classrooms can interfere with learning processes, classroom interaction, and students’ emotional comfort during learning activities. Previous studies have largely focused on teachers’ perspectives in managing disruptive behavior, while students’ preferences toward teacher strategies remain underexplored. This study aimed to examine teachers’ strategies in managing disruptive behavior and explore students’ preferences toward those strategies in elementary school classrooms. This study employed an exploratory qualitative case study design involving 15 participants consisting of five elementary school teachers and ten students (Male = 9, Female = 6). Participants were selected purposively based on their direct experiences with disruptive classroom behavior and classroom management practices. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis. The findings revealed that teachers applied various strategies, including interactive learning, individual and empathetic approaches, behavior management, understanding students’ characteristics, and teaching social skills. Students generally preferred supportive, interactive, and emotionally safe classroom environments that encouraged participation and positive teacher–student relationships. The findings further showed that disruptive behavior was often related to boredom, emotional discomfort, and passive learning situations rather than merely intentional misconduct. From the perspective of Islamic education, classroom management was closely associated with the cultivation of adab, empathy, patience, and respectful social interaction. These findings indicate the importance of shifting from reactive disciplinary approaches toward more student-centered, emotionally supportive, and relationship-based classroom management practices to preventatively reduce disruptive behavior in elementary education.
What makes AI-assisted teacher training effective? Evidence from ChatGPT-supported lesson planning in Madrasah education Iwan Setiadi
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.14811

Abstract

The implementation of deep learning and the Love-Based Curriculum has increased the complexity of lesson planning for Madrasah Ibtidaiyah teachers, many of whom continue to experience difficulties in designing contextual, reflective, and value-oriented instructional plans. Although generative artificial intelligence has emerged as a promising tool for teacher professional development, empirical evidence explaining the factors that determine the effectiveness of AI-assisted training remains limited. This study investigates the influence of teachers' instructional needs and training perceptions on the perceived effectiveness of ChatGPT-assisted lesson-planning training. A sequential explanatory mixed-methods design was employed involving 60 Madrasah Ibtidaiyah teachers in North Jakarta. Quantitative data were collected through questionnaires and analyzed using multiple linear regression, while qualitative data were obtained through semi-structured interviews with teachers representing different levels of lesson-planning performance to explain the statistical findings. The results indicate that instructional needs and training perceptions significantly predict perceived training effectiveness (R² = 0.636, p < 0.05), with training perceptions demonstrating the stronger effect. Qualitative findings further reveal that teachers producing higher-quality lesson plans utilized ChatGPT as a reflective cognitive partner to organize instructional ideas and integrate Love-Based Curriculum values, whereas teachers with lower-performing lesson plans encountered challenges related to digital literacy and pedagogical readiness. These findings suggest that AI-assisted professional development is most effective when it addresses teachers' authentic instructional needs while fostering positive perceptions of AI as a pedagogical support tool, thereby strengthening rather than replacing teachers' professional roles.
Governing emerging technologies through Islamic ethics: A Maqasid al-Shari'ah perspective Mujahid Hussain
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 11 No. 1 (2026): January - June 2026
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.v11i1.14818

Abstract

The rapid advancement of emerging technologies, including artificial intelligence, biotechnology, and digital platforms, has generated significant ethical challenges concerning privacy, accountability, human dignity, and social justice. While existing debates are predominantly shaped by secular ethical frameworks, less attention has been devoted to the contribution of Islamic ethical thought in guiding responsible technological innovation. This study explores how Islamic ethical principles provide a normative framework for evaluating contemporary technological developments. Employing a qualitative conceptual research design, the study analyzes primary Islamic sources, including the Qur'an and Hadith, alongside classical and contemporary scholarship on Islamic ethics and technology. Data were examined using thematic analysis to identify key ethical principles relevant to technological governance. The findings demonstrate that Islamic ethics neither rejects technological advancement nor embraces it uncritically. Instead, technological innovation is considered ethically legitimate when it promotes public welfare (maslahah), preserves the objectives of maqasid al-shari'ah, upholds justice ('adl), fulfills trust (amanah), and remains guided by sincere intention (niyyah). Ethical concerns surrounding artificial intelligence, digital media, and biotechnology primarily relate to accountability, privacy, misinformation, and the preservation of human dignity. The study proposes that Islamic ethical principles offer a comprehensive framework for responsible innovation by integrating technological progress with moral responsibility, spiritual accountability, and human well-being. This framework provides valuable guidance for educators, policymakers, and technology developers seeking to promote human-centered digital transformation.

Page 13 of 13 | Total Record : 125

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