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M. Ali Ghufron
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Jl. Kusuma Bangsa No. 09, Panjang Baru, North Pekalongan, Pekalongan City, Central Java, Indonesia. Postal Code 51141
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Tadibia Islamika: Journal of Holistic Islamic Education
Published by Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
ISSN : 28305566     EISSN : 2829551X     DOI : https://doi.org/10.28918/tadibia
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
This journal publishes scientific articles concerning Islamic Education in the Southeast Asia region, covering Islamic education and science, Islamic education management, Islamic education philosophy, Pesantren education, Islamic education curriculum, Madrasah education, and Islamic education innovation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 84 Documents
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Nurturing religious character: The impact of boarding school system at an Islamic state junior high school Fadhlurrohman, Muhammad; Najiah, Fikrotun
Tadibia Islamika: Journal of Holistic Islamic Education Vol 4 No 1 (2024): Tadibia Islamika: Journal of Holistic Islamic Education, May 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v4i1.2116

Abstract

In recent times, various negative occurrences within the Indonesian educational landscape, particularly concerning delinquency and the moral decay among adolescents, have raised concerns, especially at the Junior High School level. Islamic Boarding Schools have emerged as a solution sought by parents to provide a more comprehensive and holistic education for their children. This study aimed to explore the implementation of the Islamic Boarding School system in cultivating the religious character of students at MTs Negeri 1 Tegal. The research employed a qualitative descriptive approach, utilizing data collection methods such as interviews, observations, and documentation. Both primary and secondary data sources were utilized, with primary data acquired through a blend of observational techniques and interviews. Secondary data sources included curriculum records, participant rosters, infrastructure assessments, and activity documentation. Data analysis was conducted using the Miles and Huberman model, involving processes of data reduction, presentation, and drawing conclusions. To ensure data credibility, triangulation of sources, techniques, and time frames was employed. The findings indicate that the management of the Islamic Boarding School system at MTs Negeri 1 Tegal has been effective, encompassing planning, implementation, and evaluation stages. Moreover, the participation in the program has contributed to an enhancement in the religious character of the students. This study concludes that the Islamic Boarding School system at MTs Negeri 1 Tegal holds potential in shaping the religious character of students and could serve as a model for other educational institutions seeking to develop similar programs.
Challenges in evaluating Islamic education learning in schools: Implications for educational objectives Arlinda, Arlinda Ayu Diah Arfani
Tadibia Islamika: Journal of Holistic Islamic Education Vol 4 No 1 (2024): Tadibia Islamika: Journal of Holistic Islamic Education, May 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v4i1.2277

Abstract

This research was driven by numerous issues identified in the implementation of Islamic Religious Education (Pendidikan Agama Islam, hereinafter PAI) in schools, which diverge from the intended goals of Islamic education, particularly in fostering moral development and student skills. The primary objective of this study was to analyze the challenges in evaluating PAI learning in schools and to understand its implications for the overarching goals of Islamic education. Employing a qualitative approach, this study utilizes a descriptive-analytical method through library research. The data validity was established through the examination of various relevant sources, including journals, scholarly articles, books, and documents pertinent to the evaluation of PAI learning. The findings reveal significant problems, particularly in the neglect of affective and psychomotor domains, with an overemphasis on cognitive assessment. The assessment methods often fail to reflect the intrinsic values or spirituality, are inconsistent, and tend to be subjective. These issues manifest in the form of assessments that do not adequately capture the moral and ethical dimensions that are central to Islamic education. Consequently, these shortcomings hinder the achievement of the primary goals of Islamic education, which include the cultivation of exemplary moral character and the recognition of diverse student skills and abilities. Furthermore, the inconsistency and subjectivity in assessment practices undermine the reliability and effectiveness of the educational outcomes. Addressing these issues is crucial for aligning the evaluation methods with the holistic objectives of Islamic education, thereby ensuring a more comprehensive development of students' intellectual, moral, and practical competencies.
Yā 'Ibādī method: Innovating Islamic education curriculum towards ma'rifatullāh (divine knowledge) in the digital age Sholichah, Nikmatus; Taufani, Hudiyanti
Tadibia Islamika: Journal of Holistic Islamic Education Vol 4 No 1 (2024): Tadibia Islamika: Journal of Holistic Islamic Education, May 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v4i1.6920

Abstract

In the digital era, effectiveness and flexibility are paramount. Digital technology offers convenience in all aspects of life, including the ease of both obedience and disobedience, depending on the user's personal abilities. This paper aims to explore, theorize, and demonstrate that the Yā 'Ibādī method—an innovative approach to ma'rifatullah (divine knowledge)—is practical, beneficial, and can serve as a foundational, applicative, preventive, curative, and constructive solution towards ma'rifatullāh in the digital age. Utilizing qualitative grounded theory research, this study finds that the Yā 'Ibādī method employs Qur'anic verses as its educational medium, emphasizing a spiritual journey towards ma'rifatullāh through understanding, tadabbur (contemplation), and the application of explicit and implicit themes in the Qur'an to navigate daily life's challenges. The Yā 'Ibādī method can be incorporated into the Islamic education curriculum as a pathway to ma'rifatullāh in the digital era. It provides ordinary believers with a means to experience 'seeing' and 'being seen' by Allah SWT through their hearts, anytime and anywhere. This spiritual practice is facilitated by Allah's guidance in fostering obedience, protecting from disobedience, and enabling believers to navigate the digital age with peace, joy, and security. By grounding its teachings in the Qur'an, the Yā 'Ibādī method offers a comprehensive framework for spiritual growth and resilience, ensuring that individuals can live faithfully and confidently amidst the complexities of modern life. This integration of traditional spiritual practices with contemporary digital conveniences highlights the method's adaptability and relevance, promoting a balanced and fulfilling approach to faith in the 21st-century.
Education marketing management from the total quality management (TQM) perspective: A case study of a Muhammadiyah Islamic primary school Muttaqin, Ziyadul
Tadibia Islamika: Journal of Holistic Islamic Education Vol 4 No 1 (2024): Tadibia Islamika: Journal of Holistic Islamic Education, May 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v4i1.7038

Abstract

Educational marketing management is crucial for the sustainability of an educational institution. To attract more clients for educational services, institutions require effective marketing strategies. The role of the Principal as a manager in implementing these strategies is vital. This research analyzes the Principal's role in educational marketing management at SD Muhammadiyah Limpung from a Total Quality Management (TQM) perspective. The research addresses three key questions: (1) What is the strategic role of the Principal in marketing SD Muhammadiyah Limpung from a TQM perspective? (2) What strategies are employed in the educational marketing management at SD Muhammadiyah Limpung? (3) What are the impacts of implementing educational marketing? Using a qualitative research method and a case study design, data were collected through interviews, observations, and document analysis, including journals and other sources. The findings reveal that the Principal plays a crucial role in school management. The educational marketing strategy at SD Muhammadiyah Limpung, viewed through the TQM lens, is implemented using the 7Ps framework: product, price, place, promotion, people, physical evidence, and process. The impacts of implementing these educational marketing strategies include: 1) improved educational quality, 2) increased parental involvement, 3) enhanced school reputation and image, 4) increased student satisfaction, and 5) continuous innovation and improvement.
Implementing STEAM education in the independent curriculum: Enhancing 21st century skills Ismiati, Nur
Tadibia Islamika: Journal of Holistic Islamic Education Vol 4 No 1 (2024): Tadibia Islamika: Journal of Holistic Islamic Education, May 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v4i1.7238

Abstract

STEAM education integrates the elements of science, technology, engineering, art, and mathematics into a cohesive learning model. This interdisciplinary approach not only enhances students' academic skills but also fosters critical thinking, creativity, and innovation. In this context, STEAM education emerges as a promising alternative to traditional teaching methods, aligning well with the goals of the independent curriculum. The primary objective of this study is to explore and elucidate the implementation of STEAM education within the framework of the independent curriculum. Researchers adopted a descriptive qualitative research methodology, focusing on comprehensive literature reviews to gather relevant data. This method allowed for a detailed examination of existing studies and practices related to STEAM education. The study's findings reveal that integrating STEAM into the curriculum offers a multifaceted approach to teaching. It encourages students to engage in project-based learning, which promotes hands-on experience and practical application of theoretical knowledge. Through these projects, students are not only exposed to technological tools and mathematical concepts but also learn to observe and analyze real-world phenomena critically. Furthermore, STEAM education's emphasis on art alongside traditional STEM subjects nurtures a holistic development, fostering both analytical and creative skills. This blend of skills is crucial for preparing students to navigate and succeed in an increasingly complex and dynamic world. In conclusion, the implementation of STEAM-based education within the independent curriculum can significantly contribute to developing 21st-century skills. By fostering critical thinking, creativity, and innovative problem-solving abilities, STEAM education aligns with and supports the overarching goals of the independent curriculum, making it a valuable educational strategy for modern learning environments.
Innovative approach in Islamic elementary education: Effective strategies for enhancing education quality Mariska, Refi; Mustakim, Zaenal
Tadibia Islamika: Journal of Holistic Islamic Education Vol 4 No 1 (2024): Tadibia Islamika: Journal of Holistic Islamic Education, May 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v4i1.7281

Abstract

Effective learning in Islamic elementary schools necessitates the selection of approaches appropriate to specific learning models. This article aims to identify effective strategies, evaluate the impact of innovative approaches, and address particular challenges in this context. The research method involved an extensive literature review and analysis, utilizing descriptive data analysis to gain a comprehensive understanding of the collected data. This process included frequency counting, pattern identification, and data classification to discern trends, patterns, and key aspects. Teacher-centered approaches are typically associated with explanatory learning models, where the instructor plays a central role in delivering knowledge. Conversely, student-centered approaches align with constructivist learning models, emphasizing active student engagement and self-directed learning. Collaborative learning approaches support collaborative learning models, encouraging group work and peer-to-peer interaction, while project-based learning approaches are often linked to problem-based learning models, focusing on real-world problem-solving and critical thinking skills. Understanding these relationships is crucial for designing meaningful and effective learning experiences for students. By considering various learning approaches and models, instructors can select and implement the methods that best meet their students' diverse needs and learning objectives. Furthermore, integrating different learning approaches and models enhances student interaction, fosters deeper understanding, and promotes a more dynamic and engaging learning environment. Therefore, this article emphasizes the importance of effectively combining learning approaches and models to achieve the desired educational outcomes in Islamic elementary schools. By doing so, educators can create a more holistic and adaptable educational experience, ultimately leading to improved student performance and a deeper appreciation for lifelong learning.
Reimagining Islamic education: Critical perspectives inspired by Nurcholish Madjid Siroj, Mohamad; Ulfah, Ni’matul
Tadibia Islamika: Journal of Holistic Islamic Education Vol 4 No 2 (2024): Tadibia Islamika: Journal of Holistic Islamic Education, November 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v4i2.8281

Abstract

Islamic education in Indonesia has experienced significant transformations in response to evolving social, political, and cultural dynamics. Nurcholish Madjid's progressive and inclusive ideas offer a critical framework for rethinking Islamic education in the context of modern challenges. This study aims to analyze Madjid's concept of critical Islamic education, assess its relevance to Indonesia's contemporary Islamic education system, and explore its potential application in modern educational settings. Employing a qualitative methodology with a literature review approach, the research focuses on Madjid’s writings and intellectual contributions. The findings reveal that Madjid envisions Islamic education as a means to cultivate not only religious devotion but also critical thinking and active participation in democratic society. He emphasizes pluralism and the integration of religious sciences with social sciences and humanities to foster comprehensive understanding, creativity, and innovation. Additionally, his approach highlights the importance of developing critical awareness to navigate social and political complexities. In conclusion, Madjid’s concept of critical Islamic education provides a transformative paradigm that shifts the focus from quantity to quality. By embracing principles of democracy, pluralism, and humanistic values, Islamic education can nurture faithful, knowledgeable, and socially responsible individuals capable of contributing to a just and inclusive society.
The role of the pesantren law in strengthening the values of the boarding school tradition Maulana, Ahmad Wahib; Sunarko, Moh. Heru
Tadibia Islamika: Journal of Holistic Islamic Education Vol 4 No 2 (2024): Tadibia Islamika: Journal of Holistic Islamic Education, November 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v4i2.8389

Abstract

The Pesantren Law holds significant importance in strengthening and preserving the traditions of pesantren, enabling these institutions to continue shaping the character and morals of the younger generation in alignment with noble Islamic values. This study examines the role of the Pesantren Law in reinforcing pesantren traditions at Pondok Pesantren Al-Arifiyah, Pekalongan City. Employing a qualitative case study approach, the findings reveal two key roles of the Pesantren Law. First, the administrative aspect enhances the values of simplicity, humility (ketawadhu'an), knowledge, and sincerity embedded in the kitab kuning (classical Islamic texts) curriculum, which must be integrated into the Simba PD Pontren system managed by the Indonesian Ministry of Religious Affairs. Second, the financial role is evident in the utilisation of the Smart Indonesia Programme, providing learning capital for santri (students) at Al-Arifiyah. The educational outcomes of the santri are showcased during the traditional Haflah Akhirussanah ceremony, reflecting values of gratitude and creativity. This study underscores the critical role of the Pesantren Law in institutional development and the preservation of pesantren traditions while supporting student growth and educational achievements.
The role of madrasah principals in implementing the independent curriculum: A case at a State Islamic Senior High School in Central Java Sukmawati, Rusdiyani; Farid, Imam
Tadibia Islamika: Journal of Holistic Islamic Education Vol 4 No 2 (2024): Tadibia Islamika: Journal of Holistic Islamic Education, November 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v4i2.8730

Abstract

This study explores the role of madrasah principals in implementing the independent curriculum at Madrasah Aliyah Negeri Batang. Employing a qualitative method with a case study approach, this research selected participants using purposive sampling. Data were collected through interviews, observations, and document analysis. The data analysis employed Miles, Huberman, and Saldana's interactive model, encompassing data condensation, data display, and conclusion drawing. The findings indicate that the role of madrasah principals in implementing the independent curriculum encompasses three main aspects: planning, execution, and monitoring. In the planning phase, the principals engage in program design and participate in professional development training to enhance curriculum implementation. During execution, their roles include forming a curriculum development team, preparing the madrasah operational curriculum (Kurikulum Operasional Madrasah, KOM), and establishing a project coordinator team to strengthen the profile of Pelajar Pancasila, known locally as Profil Pelajar Pancasila. In the monitoring phase, principals conduct administrative and classroom learning supervision to ensure effective curriculum implementation. These findings underscore the pivotal leadership roles of madrasah principals in supporting curriculum innovation.
Transformation of Islamic education in the digital age: Challenges and opportunities Restalia, Winda; Khasanah, Nur
Tadibia Islamika: Journal of Holistic Islamic Education Vol 4 No 2 (2024): Tadibia Islamika: Journal of Holistic Islamic Education, November 2024
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v4i2.8964

Abstract

The rapid development of digital technology has driven the transformation of Islamic education, presenting both challenges and opportunities. This study employs a descriptive qualitative approach to explore how technology reshapes teaching and learning processes in Islamic educational institutions, such as madrasahs. By involving key stakeholders—teachers, students, school principals, and parents—selected through purposive sampling, the research captures diverse perspectives on the integration of technology in Islamic education. Data collection methods include semi-structured interviews, participatory observations, and analysis of relevant documents, with thematic analysis used to identify patterns and themes. Findings highlight significant challenges, including the digital divide in underdeveloped regions, limited digital literacy among educators, and curricula that are misaligned with technological advancements. Despite these barriers, technology offers vast opportunities to enhance Islamic education. E-learning platforms and Islamic applications expand access to education globally, fostering inclusivity. Interactive digital content, such as Quran learning apps and educational games, enriches learning experiences, while enabling personalized approaches. Moreover, technology facilitates global collaboration among institutions, promoting resource sharing and curriculum standardization. These findings underscore the importance of addressing digital disparities and equipping educators with the skills needed to harness technology effectively, ensuring that Islamic education thrives in the digital era. 

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