cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Anas Ma`arif
Contact Email
nasmaarif@ikhac.ac.id
Phone
+6282139016828
Journal Mail Official
tadzkir.pdtii@gmail.com
Editorial Address
Sekretariat: Jl. Raya Taman Safari No.30 Prigen Pasuruan Jawa Timur (67157)
Location
Kab. pasuruan,
Jawa timur
INDONESIA
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).
Arjuna Subject : -
Articles 56 Documents
 2   3   4   5   6 
Beyond Deadlines: Academic Stress, Mental Health Risks, and Coping Inequities at Khulna University Md. Fajlay Rabbi; Ummay Huraira Pranto; Md. Limon Sheikh
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.233

Abstract

Academic stress may be the single most dominant stress factor that affects the mental well-being of tertiary level students. The increasing prevalence of mental health issues among university students has become a global concern, particularly in the post-pandemic era. This study examined the prevalence of academic stress, its relationship with mental health symptoms, and coping strategies employed by students at Khulna University, Bangladesh. A cross-sectional survey was conducted among 366 university students across various schools and academic years. Data were collected using validated Likert-scale questionnaires measuring academic stress, mental health symptoms (depression, anxiety, and stress), and coping strategies. Statistical analyses included ANOVA and multiple regression models. Academic stress was highly prevalent, with 82.0% of students reporting excessive academic pressure from assignments. Mental health symptoms were common: 34.7% experienced depression, 28.7% reported anxiety, and 48.1% experienced stress over trivial matters. Social support (59.8%) was the most utilized coping strategy. Fourth-year students showed significantly higher stress levels (F = 17.52, p < 0.001). Extended academic stress positively impacts students' depression levels with a β of 0.293, consistent with our findings showing excessive academic pressure and unrealistic teacher expectations as significant predictors of both depression (β = 0.3172, p < 0.001) and anxiety (β = 0.4031, p < 0.001). Academic stress significantly impacts mental health among university students. Universities should implement comprehensive mental health support programs, establish realistic academic expectations, and promote effective coping strategies to address this growing concern.
Measure Levels of Social Conformity, Self-Regulation, and Self-Identity Development Among Students Lama, Alma Vorfi; Zarkasyi, Ahmad; Abbasov, Ramil; Sain, Zohaib Hassan
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.237

Abstract

The increase in juvenile delinquency by 10.7% between 2021 and 2024 indicates a serious problem in the psychosocial development of the younger generation. This phenomenon is influenced not only by individual factors but also by increasingly complex social environmental pressures. This study aims to measure levels of social conformity, self-management, and identity formation among students of the Faculty of Tarbiyah at the Miftahul Ulum Islamic Institute in Lumajang in the 2024–2025 academic year. The research focuses on obtaining empirical evidence regarding students’ tendencies in social behavior and self-regulation when facing academic and social environmental demands. A descriptive quantitative method was employed using a five-point Likert-scale questionnaire. The study involved 96 respondents selected through snowball sampling techniques. Data analysis was conducted using SPSS version 21.0, with descriptive statistics, particularly mean scores, to represent the central tendency of each research variable. The results indicate that students’ levels of social conformity range from moderate to high, particularly in aspects related to opinion adjustment and concerns about social acceptance. Meanwhile, students’ self-management abilities and identity formation are categorized as good, with the highest mean scores found in the dimensions of self-understanding and identity commitment. These findings underscore the importance of strengthening character education programs, counseling services, and the development of self-management skills within higher education institutions. Such efforts are expected to reduce deviant behavior while fostering students’ personal, social, and moral maturity.
The Influence of Qur’an Memorization Learning on the Quality of Students’ Qur’an Memorization Mukhammad, Mukhammad; Bin Bon, Abdul Talib
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.239

Abstract

Qur’an memorization (tahfidz) is one of the flagship programs in Integrated Islamic Junior High Schools (SMPIT), aiming to shape a Qur’anic-characterized generation while improving students’ memorization quality. This study aims to analyze the effect of Qur’an memorization learning on students’ memorization quality at SMPIT in Batam City, focusing on SMPIT Ulil Albab, SMPIT Fajar Ilahi, and SMPIT El-Yasin. The research method employed was quantitative with an ex post facto approach. The sample consisted of 90 students selected using purposive sampling. The results showed that tahfidz learning had a positive and significant effect on students’ memorization quality. A regression coefficient of 7.09 and an R² value of 0.80 indicated that approximately 80% of the variation in memorization quality could be explained by the intensity of tahfidz learning, while the remaining variation was influenced by other factors such as motivation, family support, and psychological conditions. Improvements identified included recitation accuracy, tajwid application, fluency, and retention through regular muroja’ah practice. Thus, the tahfidz program has proven effective in improving the memorization quality of SMPIT students in Batam City, although further reinforcement is still needed in aspects of time management and individual mentoring.
Modelling Acceptance of Artificial Intelligence Technology among Pre-service Teachers in Islamic Higher Education Indasari, Nur Laili
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.241

Abstract

This study investigates the level of acceptance of artificial intelligence (AI) among pre-service teacher students in Islamic Higher Education Institutions (PTKI) in Gresik Regency, identifies the factors influencing their acceptance, and reveals the challenges they encounter when using AI. A mixed-methods design with a sequential explanatory approach was employed. The research was conducted in five PTKI institutions in Gresik Regency, with a total sample of 152 students. In the first step, quantitative data were collected through a questionnaire based on the Technology Acceptance Model (TAM) and analyzed using Structural Equation Modelling (SEM). In the second phase, qualitative data were collected through in-depth interviews. The results indicate that the level of AI acceptance among pre-service teacher students is relatively high (above 3.41) across all measured constructs. Factors influencing AI acceptance include perceived ease of use, perceived usefulness, AI self-efficacy, social factors, and time efficiency. Furthermore, interview findings reveal that students face several challenges when using AI, such as technical limitations, infrastructural constraints, and issues related to Islamic digital ethics. This study offers crucial, context-specific insights into AI dynamics in PTKI settings, serving as a vital reference for policymakers and educators to design culturally and religiously responsive AI-based educational practices.
The Unity of Knowledge in the Perspective of Syed Muhammad Naquib al-Attas: An Epistemological Analysis of Islamic Education Sholihah, Maidatus; Sunanto; Afifuddin, Moch. Anang; Salik, Mohamad
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.252

Abstract

Contemporary Islamic education faces serious challenges due to the penetration of Western worldviews that have triggered secularization, fragmentation of knowledge, and degradation of manners in educational practices. This condition shows that the crisis in Islamic education is epistemological, not merely technical or curricular. This study aims to analyze Syed Muhammad Naquib al-Attas’s thoughts on the unity of knowledge in Islam by grounding epistemology in manners. This research uses a literature review method with a historical-philosophical approach, analyzing al-Attas’s major works and relevant secondary literature published in the last 10 years. The results of the study show that al-Attas interprets adab not merely as behavioral ethics but as an epistemological structure that organizes the relationship between the subject, the object, and the purpose of knowledge, while restoring the relationship between revelation and reason in education. His concept of the unity of knowledge is based on tawhid as an ontological and epistemological principle, thus rejecting the dichotomy between religious and secular knowledge. These findings confirm that al-Attas’ epistemology is applicable and relevant to the development of an integrative curriculum and value-based learning at the MI/SD level, particularly in the context of the Merdeka Curriculum.
Students’ Engagement in Text-to-Speech Based Listening Materials Incorporating Local Wisdom and Religious Values Indasari, Nur Laili; Srinio, Fuad; Ryandini, Elda Yulia; Rosyidi, Ali; Fitriyah, Rohmatul
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.v4i2.265

Abstract

This study explores students’ engagement during the implementation of developed listening materials by utilizing a text-to-speech (TTS) application, focusing on three key aspects: behavioral, emotional, and cognitive engagement. Employing a quantitative research design, the study involved 120 students from four Madrasah Aliyah schools in Gresik, Indonesia. Data were collected through a questionnaire adapted from Fredricks et al. (2004) and analyzed using descriptive statistics. The findings revealed that the majority of students (51%) were neutral regarding the local wisdom and religious-value-based listening materials, indicating limited cognitive engagement among students. Emotional engagement was the most prominent, with 40% of students feeling more motivated and connected to the content, indicating the cultural and religious relevance resonated well. For the aspect of behavioral engagement, most students (50.20%) also remained neutral, suggesting that even though the materials were acceptable, this approach did not sufficiently stimulate greater active involvement in the learning process. These findings highlight that while students appreciated the cultural and religious relevance, technical limitations of TTS may have impeded deeper learning involvement. This research contributes to English as a foreign language pedagogy by emphasizing the importance pairing culturally grounded materials with interactive strategies and improved TTS quality to enhance engagement more holistically.

Page 6 of 6 | Total Record : 56

 2   3   4   5   6 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026): Progressive Islamic Education Vol. 4 No. 2 (2025): Progressive Islamic Education Vol. 4 No. 1 (2025): Progressive Islamic Education Vol. 3 No. 2 (2024): Progressive Islamic Education Vol. 3 No. 1 (2024): Progressive Islamic Education Vol. 2 No. 2 (2023): Progressive Islamic Education Vol. 2 No. 1 (2023): Transformative Islamic Education Vol. 1 No. 1 (2022): Islamic Education in Madrasah