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Muhammad Anas Ma`arif
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At-Tadzkir: Islamic Education Journal
Published by Perkumpulan Dosen Tarbiyah Islam Indonesia
ISSN : -     EISSN : 29638887     DOI : https://doi.org/10.59373/tadzkir
Core Subject : Religion, Humanities,
Religion Humanities
At-tadzkir: Islamic Education Journal (E-ISSN 2963-8887) is an open-access scholarly journal, publishing peer-reviewed studies of Islamic Education thought and practice. It is available online to promote critical, hermeneutical, historical, and constructive conversations. At-tadzkir: Islamic Education Journal is the leading journal in Islamic educational institutions concerning Islamic education. The journal promotes research and scholarly discussion concerning Islamic Education in Academic disciplines and Institutions, focusing on the advancement of scholarship in both formal and non-formal education. Topics might be about Islamic educational studies in madrasah (Islamic schools), and pesantren (Islamic boarding schools).
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Articles 11 Documents
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Search results for , issue "Vol. 4 No. 2 (2025): Progressive Islamic Education" : 11 Documents clear
Mix Method: A Model of Learning Evaluation in Traditional Pesantren Rahman, M Saufi; Suyanto, Suyanto; Jaedun, Amat
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.114

Abstract

Evaluation of learning in traditional “pesantren” was rarely conducted systematically, resulting in a gap between their rich conventional practices and the need for structured evaluation instruments. Most pesantren rely on inherited kitab based on learning systems without written instructional designs, which makes it difficult to measure the effectiveness of learning objectively. This study developed the learning Islamic Boarding Evaluation Model (LIB-E Model), an evaluation framework based on the characteristics of traditional pesantren. The model had three main components: input, process and output. The method was a mixed-methods approach that adopted the Borg & Gall and Plomp development models. Data were collected through interviews, observations, questionnaires, and expert judgment. The results and findings confirmed that the LIB-E Model was both valid and reliable, with a loading factor ≥ 0.30 and Cronbach’s Alpha ≥ 0.70. The model test has a fit value that Chi Square (x2) < 2xdf, p-value > 0.05, RMSEA < 0.08. The quality is considered highly effective by practitioners and users within pesantren environments. This model was proven to be practical, efficient, and capable of providing comprehensive evaluation information, offering a contextual solution to the limitations of conventional evaluation models of learning in Islamic boarding “pesantren”.
Integration of Islamic Character Education in the Islamic Religious Education Curriculum to Prevent Bullying in High School Sahri, Sahri; bin Mohd Saufi, Mohd Shahid Azim
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.91

Abstract

Bullying is one of the social problems that is rampant in the school environment and can have a profound impact on the psychological and social development of students. This study aims to investigate the role of integrating Islamic character values into the Islamic Religious Education (PAI) curriculum in preventing bullying behavior at Al Fattah Islamic High School. This study employs a descriptive qualitative approach, utilizing data collection techniques that include interviews, observations, and documentation studies. The results of the study show that the Islamic Religious Education curriculum in this school incorporates character values such as ukhuwah islamiyah, tasamuh, amar ma’ruf nahi munkar, and empathy; however, its implementation still faces various challenges. Islamic Education teachers have strived to implement contextual learning strategies through discussions, role modeling, and personal approaches, which influence changes in students’ social behavior, especially in fostering empathy and moral awareness. Nevertheless, the process of internalizing values has not progressed evenly and still requires more systemic and collaborative support from school policies. This study recommends strengthening the role of Islamic Education teachers, fostering synergy among teachers, and developing an Islamic character curriculum model as effective strategies for preventing bullying in Islamic-based schools.
Implementation of Islamic Religious Education in the Industrial Era 4.0: Opportunities, Challenges, and Adaptation Strategies Rifdillah, Muhammad
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.226

Abstract

This study investigates the implementation of Islamic Religious Education (IRE) in the era of Industrial Revolution 4.0, focusing on its opportunities, challenges, and adaptive strategies. Using a qualitative descriptive approach, data were collected through interviews, observations, and document analysis in selected madrasahs and Islamic higher education institutions in Banten Province. The results show that digital transformation opens vast opportunities for interactive, student-centered, and technology-integrated learning in IRE. However, teachers still face challenges related to limited digital literacy, unequal infrastructure, and the risk of declining spiritual interaction between educators and learners. The study finds that institutions have developed adaptive strategies, including digital literacy training, the integration of Islamic values into technology-based curricula, and the adoption of hybrid learning models that combine technological innovation with spiritual guidance. The findings highlight that the success of IRE in the digital era depends not only on mastering technology but also on maintaining the spiritual and ethical foundations of Islamic pedagogy. Therefore, this study proposes a model of value-based digital transformation, positioning technology as an instrument (wasilah) to strengthen, rather than replace, the moral mission of Islamic education.
Enhancing Holistic Student Development through the Integration of Tarbiyah and Riayah Education Haudh Al Maa'uun; Muhammedi, Ssonko; Khoirunnisa, Amira; Fauzi, Muhamad
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.151

Abstract

The challenge in modern Islamic boarding school education lies in the suboptimal integration of non-formal dormitory-based education (riāyah) with formal academic instruction (tarbīyah), which may hinder holistic student development. This study examines the interrelationships among problem-solving skills, mental resilience, and intellectual growth as factors that foster effective synergy between tarbīyah and riāyah at the Zam-Zam Muhammadiyah Islamic Boarding School in Banyumas, Indonesia. Employing a quantitative methodology, data were collected through purposive sampling of Year XII Socioscience students using surveys and interviews, with descriptive and correlational analyses conducted via SPSS. Findings reveal significant positive correlations between the variables; however, the majority of students perceive the current integration practices as insufficient. The discussion emphasises the imperative for curricular innovation, enhanced pedagogical strategies, and comprehensive activity evaluations to optimise both academic proficiency and religious comprehension. This integrative model, despite its limitations—including a restricted sample size and the focus on a single institution—demonstrates potential in equipping students to navigate personal and societal challenges. The study advocates for ongoing educational innovation and expanded research across diverse boarding school contexts to maximise student outcomes.
Analyzing Cognitive Skill Balance in Arabic Summative Assessments: A Case Based on LOST-MOST-HOST Framework Kabalmay, Taqiyuddin; Rahmadewi, Sintya; Alim Aziz, Anshari Nur Muhammad; Tantawi, Imam
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.174

Abstract

This study is motivated by the absence of item analysis based on Anderson and Krathwohl’s cognitive taxonomy in the implementation of summative assessment, indicating a gap in the evaluation practices of Arabic language instruction in Grade VIII at MTsN Ambon. Item analysis is essential to ensure that assessment instruments accurately measure students’ cognitive abilities in alignment with the learning objectives set out in the curriculum. This study aims to analyze the level of difficulty of the year-end summative test items in the Arabic language based on the revised taxonomy of Anderson and Krathwohl, which includes six cognitive levels: remembering, understanding, applying, analyzing, evaluating, and creating. This research employs a descriptive qualitative approach using non-interactive methods such as documentation, interviews, and observation. The research subjects are Arabic language test papers used in the year-end summative assessment for Grade VIII at MTsN Ambon in the 2022/2023 academic year. The findings reveal that most items fall within the MOST (moderate thinking skills) category, while LOTS (lower-order thinking skills) and HOTS (higher-order thinking skills) categories remain significantly underrepresented. This finding indicates that the assessment instruments do not yet comprehensively reflect the full spectrum of students’ cognitive domains. Therefore, this study recommends the development of more balanced assessments based on the LOTS, MOST, and HOTS framework, along with teacher training in constructing test items grounded in a comprehensive cognitive taxonomy, to enhance the validity of assessments and support more effective and meaningful learning processes.
Educating in the Midst of Digital Flow: Teachers' Perspectives on Progressive Islamic Education and the Formation of a Resilient Generation Mirawati, Mirawati; Musslifah, Anniez Rachmawati; Abbasov, Ramil; M.Suud, Fitriah
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.209

Abstract

The rapid development of digital technology has had a significant impact on various educational practices, including Islamic education, which are currently required to be more adaptive, contextual, and responsive to the demands of the digital era. This research aims to explore teachers’ perspectives on the concept and implementation of progressive Islamic education in forming a resilient generation. Progressive Islamic education, as defined in this study, is an approach that integrates Islamic values with 21st-century competencies, while emphasizing holistic development in the spiritual, intellectual, emotional, and social dimensions. This study uses a qualitative phenomenological method involving 12 teacher informants with diverse educational backgrounds. Data were collected through in-depth interviews and analyzed using thematic coding to identify patterns of meaning in teachers’ experiences and interpretations. These findings reveal that teachers view progressive Islamic education as a dynamic and open framework that encourages critical thinking, fosters a contextual understanding of Islamic teachings, and promotes the cultivation of ethical and social responsibility. Teachers also emphasize their role as facilitators who guide students in forming values, rather than simply transmitting religious doctrines. However, challenges remain in practice, including limited digital infrastructure, curriculum rigidity, and persistence of conventional pedagogical models. These results provide implications for systemic support and pedagogical innovation to strengthen the implementation of progressive Islamic education. This research contributes to the discourse on Islamic education reform, aligning spiritual values with the realities of digital transformation.
Teacher Creativity and Students’ Comprehension of Religious Values: Evidence from Inclusive Education Adiyono, Adiyono; Patimah, Lilis; Malik, Abdul; Abdurrohim, Abdurrohim
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.215

Abstract

Education for students with intellectual disabilities poses unique Education for students with intellectual disabilities poses unique challenges, particularly when teaching abstract subjects such as Islamic values, which encompass ritual, moral, and ethical dimensions. Understanding how teachers’ creativity in utilizing instructional media can improve students’ comprehension of these values is crucial for advancing inclusive education practices. This study aimed to examine the relationship between teachers’ creativity in instructional media and students’ comprehension of Islamic values among students with intellectual disabilities at SLBN Tanah Grogot, Indonesia. A quantitative correlational design was employed, involving 15 students from grades VII–IX and three Islamic education teachers, selected through total sampling. Data were collected using a teacher creativity questionnaire, classroom observations, and students’ summative assessment scores in Islamic education, and were analyzed using descriptive statistics and Pearson’s product–moment correlation. The findings revealed that teachers demonstrated a very high level of creativity (mean score = 95%), characterized by the use of varied, adaptive, and interactive media that encouraged active participation. Students’ comprehension scores indicated a good level of understanding (mean = 80.93), and a strong positive correlation (r = 0.87, p < 0.05) was found between teacher creativity and students’ comprehension. These results highlight that creative use of instructional media significantly contributes to improving students’ ability to understand and apply Islamic values. The study highlights the importance of training teachers in designing inclusive and engaging media, suggesting that such approaches can improve moral education outcomes for students with intellectual disabilities. This result provides valuable insights for educators and policymakers seeking to enhance inclusive religious education globally.
The Effectiveness of the Use of Three-Dimensional Media in IPAS on Student Learning Outcomes at Madrasah Ibtidaiyah Martanti, Fitria; Baihaqi, Muhammad Imam; Farda, Ummu Jauharin
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.110

Abstract

This study aims to determine the effectiveness of using three-dimensional mockup media in social studies learning for fifth-grade students at MI NU 13 Gebanganom Wetan Kendal in the 2024/2025 academic year. The method used was quantitative, with an experimental approach and a one-group pretest-posttest design. The study population comprised all fifth graders, using a total sampling technique. Data is collected through pretest and posttest tests, observation, and documentation. Data analysis included normality, homogeneity, t-test (Paired Sample Test), and the normalized N-Gain test. The results showed a significant increase in student learning outcomes, with an average pretest score of 55.39 increasing to 82.50 in the posttest. The lowest and highest scores also increased significantly. The t-test showed a significant difference (p = 0.000 < 0.05) between the pretest and the posttest. At the same time, an average N-Gain of 0.63947 (63.95%) indicates that the mockup media is highly effective. This study recommends developing mockup media using digital technology, testing at the classroom level, and using other materials to expand applications and improve the quality of learning in the technological age.
The Implementation of the Contextual Teaching and Learning Approach in Fiqh Education to Instill Religious Moderation Al Ayyubi, Ibnu Imam; Nurhikmah; Prayetno, Eko; Noerzanah, Firda; Susilo, Akhbar
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.90

Abstract

This study employs a quantitative, ex post facto approach to analyze students’ fiqh learning outcomes by school background. The research was conducted in three different schools: SDIT Miftahul Ulum, SDIT Al-Qalam Kendari, and MIS Muhammadiyah Bontoboddia, involving third-grade students from Jakarta, Southeast Sulawesi, and South Sulawesi. The total sample consists of 69 students, selected using probability sampling with a cluster sampling technique. Data analysis was conducted using descriptive and inferential statistics with One-Way ANOVA. The Kolmogorov-Smirnov normality test indicated that the data were normally distributed. However, due to differences in variance between groups, Levene’s test indicated that the data were not homogeneous. The ANOVA results showed a significant difference in fiqh learning outcomes among the schools. A Post Hoc test using Games-Howell confirmed substantial differences between SDIT Miftahul Ulum and SDIT Al-Qalam Kendari, as well as between SDIT Al-Qalam Kendari and MIS Muhammadiyah Bontoboddia, but no significant difference between SDIT Miftahul Ulum and MIS Muhammadiyah Bontoboddia. These findings indicate that implementing the Contextual Teaching and Learning approach in Islamic studies lessons yields varying impacts across schools.
Optimizing Organizational Psychology: Reconstructing the Transformational Leadership Role of School Principals as Murabbi in Building an Innovation Ecosystem in Technology Musslifah, Anniez Rachmawati; Khusnuliawati, Hardika; Cahyani, Rusnandari Retno
At-tadzkir: Islamic Education Journal Vol. 4 No. 2 (2025): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v4i2.228

Abstract

This research aims to reconstruct the leadership role of school principals in the digital age, moving from the traditional managerial paradigm to the Murabbi leadership model. Specifically, this study explores how Day Care principals implement transformational leadership to build a sustainable innovation ecosystem in a technology-based education environment. This study uses a qualitative approach with multiple case study designs. This research was conducted at Al-Ghazi Day Care. Data collection was conducted through semi-structured in-depth interviews with principals, innovation coordinators, and senior teachers, as well as participatory observation of curriculum development meetings and technology-based learning activities. Data are analyzed using thematic analysis to identify patterns, strategies, and challenges in leadership practice. Key findings show that the reconstruction of leadership roles occurs through three main dimensions: (1) Technopedagogical Vision, where school principals not only adopt technology but also embed Islamic pedagogical vision in it; (2) Collaborative Empowerment, which is shifting authority from hierarchical to facilitative by creating a safe space for teachers to experiment and fail; and (3) Cultivation of Digital Spirituality, which is to guide the school community to use technology ethically and meaningfully according to Islamic values. The role of Murabbi is manifested in guiding, inspiring, and serving as a role model in innovation, not just in managing resources. This study concludes that the Murabbi leadership model offers a practical framework for transformational leadership in modern Islamic educational institutions. This model allows the principal not only to be an innovation manager but also a character builder and an architect of an ecosystem that fosters creativity authentically and spiritually. The practical implication of this research is the need for a leadership development program that integrates technological competencies with Islamic pedagogical leadership values.

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