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at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam
Published by Universitas Islam Negeri Mahmud Yunus Batusangkar
ISSN : 27757099     EISSN : 27757498     DOI : http://dx.doi.org/10.31958/atjpi
Core Subject : Religion, Education,
Religion Education
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam is a forum for educators, academicians, researchers, and practitioners to share ideas for practical approaches to improving quality in islamic educational issues. The Journal accepts Indonesian and English articles and published periodically, twice a year (Mei and November) by Islamic Education Departement (PAI) of of UIN Mahmud Yunus Batusangkar, Indonesia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 101 Documents
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The Representation of Character Education Values in the Film Sang Kiai by Rako Prijanto Irfan Afandi; Jauhari Alwi Rois; Al Muftiyah
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16848

Abstract

This study is motivated by the phenomenon of extremely easy access to videos and films through various social media platforms, which has led many people to consume various types of uneducational content that erodes their character values. The film Sang Kiai by Rako Prijanto (2013) is a must-watch for them because it provides concrete examples of character education values in everyday life. The research method used is qualitative descriptive with a library research approach. Data sources are drawn directly from the film Sang Kiai and several books related to character education theory. Scene selection in the film employs purposive sampling. By using content analysis, the researcher can easily identify dialogues, scenes, and atmospheres that display specific character values in the film, thereby yielding a comprehensive understanding and results. The focus of this study is to identify character education values in the film Sang Kiai, their representations, and their relevance to character education theory. The analysis identified 22 scene representations comprising the values of politeness (6 scenes), emotional control (3 scenes), independence (2 scenes), compassion (4 scenes), and patriotism (7 scenes). Beyond mere frequency of occurrence, these findings indicate the significance and close interconnection among these values in shaping moral messages. The values of courtesy and emotional control serve as the spiritual and moral foundation of the characters, which in turn underpin the development of independent attitudes and care for the community. It is the integration of these four values that ultimately manifests a strong sense of patriotism (as reflected in the jihad resolution). The film Sang Kiai does not merely present character values in isolation but weaves them into a holistic educational framework, making it highly relevant and comprehensive as an educational medium.   Keywords: Representation, Character education, Film Sang Kiai, Rako Prijanto
Strengthening Students' Character through the Curriculum of Love in Islamic Religious Education Tyas Ayu Farah Dina; Hany Lidya Putri; Nanang Ilham Fatih; Muntaqo Fadli; Rodianto
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16855

Abstract

This study is motivated by the increasing character crisis among students in the modern era, which is reflected in bullying, intolerance, declining social empathy, and moral degradation within educational environments. These conditions indicate that Islamic Religious Education (PAI) has not fully succeeded in developing students’ affective, moral, social, and spiritual dimensions because learning practices still tend to emphasize cognitive achievement. Therefore, this study aims to analyze the concept of the Curriculum of Love in education, examine character strengthening from the perspective of Islamic education, and describe its implementation in Islamic Religious Education learning. This study employed a qualitative approach with a library research design. Data were collected from books, scientific articles, policy documents, and relevant literature related to the Curriculum of Love, character education, and Islamic Religious Education. The data were analyzed using the Miles and Huberman model, including data condensation, data display, and conclusion drawing, while source triangulation was used to ensure data validity. The findings reveal that the Curriculum of Love strengthens students’ character through four core values, namely compassion, empathy, tolerance, and social responsibility, which are implemented through humanistic learning relationships, teacher role modelling, value habituation, parental collaboration, and meaningful learning environments. The study also found that the integration of peace-oriented educational media and digital pedagogical innovation supports the internalization of Islamic values and the development of respectful, disciplined, and socially responsible behavior among students. This study concludes that the Curriculum of Love offers a relevant and transformative approach for strengthening students’ character in Islamic Religious Education by balancing cognitive, affective, spiritual, and social dimensions. The findings imply that Islamic Religious Education teachers need to develop more humanistic, compassionate, and value-oriented learning practices to address contemporary character crises among students. Keywords: Curriculum of Love; Character Education; Islamic Religious Education.
Analysis of Islamic Education Learning Innovation Based on Media and Active Methods at IPE Pekanbaru Rofiatus Sa'adah; Wasith Achadi
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16856

Abstract

Islamic Religious Education (PAI) plays an important role in building students’ character and strengthening their religious understanding. However, PAI learning practices are still often dominated by conventional approaches that do not sufficiently involve students’ active participation, which affects their learning interest and understanding. This study aims to analyze media-based and active-method-based PAI learning innovation at Ingenium Primary Education (IPE) Pekanbaru, with a focus on the forms of innovation, the implementation process, and its impact on students. This study used a qualitative approach with a field research design. Data were collected through observation, in-depth interviews with the PAI teacher and the vice principal for curriculum affairs, and documentation. The data were analyzed using an interactive analysis model through data reduction, data display, and conclusion drawing. Data validity was tested through source and technique triangulation. The findings show that PAI learning innovation at IPE Pekanbaru is implemented through the integration of learning media, educational games, and active learning methods, such as problem-based learning, project-based learning, and discovery learning. These innovations are supported by learning technology and religious habituation activities, such as murajaah and congregational prayer. The implementation process is carried out through continuous curriculum evaluation and collaborative planning through Lesson Plan Activity (LPA). The findings indicate an increase in students’ activeness, motivation, and understanding, as well as the strengthening of religious character and the improvement of teachers’ creativity and professionalism. Therefore, the integration of learning media and active methods has the potential to become a relevant strategy for improving the quality of PAI learning in primary schools. Keywords: Islamic Religious Education; Learning Innovation; Learning Media; Active Learning Methods
The Integration of Deep Learning in Thematic Learning at Elementary Schools: A Case Study at SD Negeri 03 Rawaheng Banyumas Donny Khoirul Azis; Dwi Safitri Agustina; Irfan Musonif
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16862

Abstract

This study aims to explore the process of integrating a pedagogical deep learning approach into integrated thematic learning design in elementary schools. This research employed a qualitative case study conducted at SD Negeri 03 Rawaheng Banyumas from January to February 2026. The participants included the principal, teachers, and students selected through purposive sampling. Data were collected through in-depth interviews, participatory observation, and documentation, including lesson plans and student work. The data were analyzed using thematic analysis through data reduction, data display, and conclusion drawing, supported by source and technique triangulation. The findings reveal that the integration of deep learning is implemented through structured stages of stimulus, exploration, discussion, and reflection. Contextual stimuli encouraged students to identify real-life problems, exploratory activities enabled direct interaction with the learning environment, collaborative discussions facilitated the exchange of ideas, and reflective sessions helped students connect concepts with personal experiences. These processes fostered contextual learning experiences and strengthened students’ cognitive, emotional, and social engagement, leading to deeper meaning-making. The findings support constructivist and meaningful learning theories by demonstrating that reflection plays a crucial role in helping students internalize and apply knowledge contextually. This study implies that deep learning-based thematic instruction can serve as an effective strategy for promoting meaningful and student-centered learning in elementary education. Keywords: pedagogical deep learning; thematic learning; meaningful learning; student engagement; elementary school
Al-Qur’an Based Education in Integrated Islamic Elementary School Hasan Basri
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16876

Abstract

This study aims to describe the curriculum and learning format based on the al-Qur'an in schools at SDT al-Wahdah Kendari. Data collection in this case study uses document studies, interviews, and observations. Data analysis is carried out using curriculum integration theory and learning process theory. The results of the study indicate that al-Qur'an-based learning is carried out by incorporating memorization learning of the al-Qur'an into the construction of the school curriculum with a larger time allocation, reaching 55.45% of the total 50.5 hours of lessons in a week. Al-Qur’an learning consists of reading lessons using the Iqro' method in tahsin and memorizing with a target of 3 juz which is gradual each semester, as well as the integration of the contents of the al-Qur'an in learning carried out by teachers by connecting it with science to strengthen students' faith and obedience, in implementing religious teaching and controlling its practice through a refraction approach, examples, stories, and advice. Keywords: Al-Qur'an based education, curriculum integration, Integrated Islamic Elementary School
The Strategic Role of Human Resource in Enhancing Islamic Educational Quality: A Literature Review Okta Iwan Setiawan; Iis Susanti; Chairun Nisa Male; Eti Hadiati; Junaida Junaida
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16888

Abstract

Human Resource Management has become a strategic concern in educational institutions because educational quality is strongly influenced by the competence, motivation, performance, and professional sustainability of educators and education personnel. This study aims to critically examine the role and functions of Human Resource Management in enhancing educational quality through a systematic literature review. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines. Literature was collected from Scopus, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis Online, Emerald Insight, Google Scholar, Garuda, SINTA, and Crossref, focusing on peer-reviewed studies published between 2018 and 2025. From 436 initially identified records, 32 articles met the inclusion criteria and were analyzed through thematic synthesis. The findings identified five interconnected dimensions of Human Resource Management that consistently contribute to educational quality: strategic workforce planning and recruitment, professional development, performance management, leadership and motivation, and quality assurance. The analysis shows that effective recruitment ensures the availability of qualified educators, while continuous professional development enhances pedagogical and professional competencies. Furthermore, performance management systems strengthen accountability and productivity, whereas leadership and motivation increase organizational commitment, job satisfaction, and work engagement. Quality assurance practices were also found to support institutional effectiveness and continuous improvement. This study contributes to the literature by providing a comprehensive synthesis of recent evidence on how integrated Human Resource Management practices influence educational quality. The study concludes that Human Resource Management functions most effectively when implemented as a strategic system that aligns human resource development with institutional goals, thereby supporting sustainable educational improvement and organizational excellence. Keywords: Educational quality; Human Resource Management; Performance management; Professional development; Systematic literature review
Analyzing the Gap between Conventional and TPACK-Based Assessment in Islamic Religious Education Nur Azizatul Haqiah; Abdul Munip
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16889

Abstract

This study aims to analyze the gap between the objectives of Islamic Religious Education (PAI) and assessment practices in schools, as well as to examine teacher-related factors from the perspective of Technological Pedagogical Content Knowledge (TPACK) and propose potential solutions. This research employs a qualitative approach using a library research method. Data were collected from relevant academic sources, including journal articles and scholarly books published between 2021 and 2026. The data were analyzed using a Systematic Literature Review (SLR) combined with content analysis. The findings reveal a significant gap between the holistic objectives of PAI and assessment practices that predominantly focus on cognitive aspects. This gap is influenced by teachers’ limited ability to integrate technological, pedagogical, and content knowledge within the TPACK framework. As a result, assessment practices remain less authentic and fail to comprehensively measure students’ affective and psychomotor competencies. The study highlights that strengthening teachers’ TPACK competence is essential to developing more authentic, contextual, and technology-based assessments. This research contributes conceptually to the development of TPACK-based assessment in Islamic education and provides insights for improving the quality of educational evaluation in the digital era. Keywords: Islamic Religious Education Assessment; Assessment Gap; TPACK; Teacher Competence; Technology-Based Learning
The Implementation of the Tabayun Concept in Islamic Religious Education as an Effort to Foster Students’ Moral Character in the Digital Era Nabil Tito Prasetyo; Hikma Apriani; Agus Pahrudin; Achi Rinaldi; Ali Murtado
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16929

Abstract

The rapid development of digital technology has brought various challenges to students' moral development, particularly regarding social media use and the spread of unverified information. Islamic Religious Education plays a strategic role in instilling moral values that are relevant to digital life, one of which is the concept of tabayun (verification and clarification of information). This study aims to describe the implementation of the tabayun concept in Islamic Religious Education as an effort to foster students' moral character in the digital era. The study employed a qualitative approach, with data collected through observations, interviews, and documentation conducted within the school environment. The findings reveal that the implementation of tabayun was carried out through contextual learning based on social media cases, the habituation of information verification practices, the strengthening of digital literacy, and teachers' role modeling in the responsible use of digital media. These practices serve as an effort to foster students' moral character, as reflected in the development of critical thinking, greater caution in receiving information, and more responsible behavior in digital interactions. Keywords: Tabayun, Islamic Religious Education, Students' Moral Character, Digital Era, Digital Literacy
Age Restrictions on Social Media Access for Teenagers Under 16: an Analysis of Its Urgency from the Perspective of Character Education in the Digital Era Yen Heppy Rahmi; Muhammad Zadri; Zulfani Sesmiarni; Hidayani Syam
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16982

Abstract

Social media among adolescents has a significant impact on behavior, psychological well-being, and character development in the digital age. These developments have given rise to various issues, such as exposure to age-inappropriate content, digital addiction, and a decline in the quality of social interactions; consequently, the Indonesian government has formulated a policy restricting social media access for adolescents under the age of 16 as an effort to protect the younger generation. This study aims to analyze the impact of social media use on adolescents, examine government policies regarding age restrictions on social media access, and assess their urgency from the perspective of Islamic character education in the digital age. This study employs a qualitative approach using a descriptive-analytical research design through library research. Data sources were drawn from scientific literature such as books, indexed journals, and policy documents relevant to the research focus. Data analysis was conducted by examining, classifying, and synthesizing various theories and study findings related to social media, adolescent development, digital policies, and Islamic character education.  The findings indicate that social media use has complex effects on adolescents, both positive and negative, particularly in social, psychological, and behavioral development aspects. Age-restriction policies for social media access are considered highly urgent as a form of preventive protection against digital risks faced by adolescents. From the perspective of Islamic character education, such policies are relevant for supporting the process of internalizing moral values, such as self-control, responsibility, and etiquette in the use of digital technology. Keywords: Social Media, Adolescents, Islamic Character Education, Age Restrictions, Digital Age.
Religious Moderation and Ecological Awareness in the Qur'an and Hadith Books of Muhammadiyah Senior Vocational High Schools Maesaroh Maesaroh; Muqawwim
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.17046

Abstract

This study examines religious moderation and ecological awareness in the Al-Qur’an and Hadith textbooks used in Muhammadiyah senior high schools and vocational schools, focusing on the representation of values, patterns of integration, and their pedagogical implications in Islamic education learning. The study aims to analyze the content of religious moderation and ecological awareness embedded in the textbooks and to explain their relevance to students’ character development. This research employed a qualitative approach using content analysis as the primary method. The main data sources consisted of Al-Qur’an and Hadith textbooks for Muhammadiyah SMA/SMK, which were analyzed through thematic identification, value categorization, meaning interpretation, and systematic conclusion drawing. The findings reveal that the textbooks contain values of religious moderation, including tolerance (tasamuh), balance (tawazun), justice (i‘tidal), and anti-extremism attitudes, which are presented through Qur’anic verses, hadiths, learning narratives, and reflective learning activities. In addition, the study found ecological awareness values reflected in the concept of humans as khalifah fil ardh, the prohibition of environmental destruction, and the responsibility to preserve ecological balance. The integration of these two dimensions demonstrates an orientation of Islamic education that emphasizes harmony between human relationships with God, fellow human beings, and the environment. Pedagogically, these findings imply the importance of contextual, humanistic, and religious-ecological character-based Islamic education learning. Keywords: Religious Moderation, Ecological Awareness, Al-Qur’an and Hadith textbooks, Islamic Education, Content Analysis.

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