cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rinda Fauzian
Contact Email
staimas.pai@gmail.com
Phone
+6281287949045
Journal Mail Official
staimas.pai@gmail.com
Editorial Address
Jl. Raya Sagaranten Km. 26 Buni Ayu Rindu Alam Kertaangsana Nyalindung Sukabumi. Kota/Kabupaten. Kab. Sukabumi. Prov. Jawa Barat. Indonesia. Kode Pos. 43196
Location
Kab. sukabumi,
Jawa barat
INDONESIA
TADIB: Jurnal Pendidikan Agama Islam
Published by Sekolah Tinggi Agama Islam Al-Mas'udiyah Sukabumi
ISSN : -     EISSN : 29865883     DOI : https://doi.org/10.69768/jt.v2i1.35
Core Subject : Religion, Education,
Religion Education Other
Tadib: Journal of Islamic Religious Education publishes articles related to Islamic Religious Education, Published twice a year, This journal is managed by the STAI Al-Masudiyah Islamic education study program. Tadib: Journal of Islamic Religious Education are included in the scope of Islamic Education: Learning Strategies, Learning Evaluation, Learning Method, Learning Media, PAI Curriculum, Islamic Educational Thoughts, Topics might be about Islamic educational studies in madrasas (Islamic schools), pesantren (Islamic boarding schools), and Islamic education in universities.
Arjuna Subject : Umum - Umum
Articles 72 Documents
 4   5   6   7   8 
Spiritual Revolution Based on Transformative Islamic Education: Reconstruction of Religious Values From Upstream to Downstream in an Era of Disruption Neng Wina Shalehah
TA'DIB: Jurnal Pendidikan Agama Islam Vol 3 No 2 (2025): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v3i2.80

Abstract

This article aims to explore the concept of spiritual revolution through transformative Islamic education, and to examine how religious values can be holistically reconstructed to address the challenges of changing times. With this goal, the research aims to provide insights into the importance of innovation in Islamic education to create a comprehensive spiritual transformation. The research method employed is a qualitative approach, consisting of literature review and conceptual analysis. The literature review was conducted to identify contemporary perspectives on the spiritual revolution in Islamic education, while conceptual analysis was used to understand the principles of transformative Islamic education that can be applied in the current context. The research findings indicate that a spiritual revolution can be achieved through reforms in the Islamic education system, focusing on character formation, integration of knowledge, and strengthening spirituality. The implementation of transformative Islamic education, which emphasizes a balance between intellectual and spiritual development, can produce a generation that is not only adaptive to the changing times but also capable of maintaining their identity and religious values as their life foundation. The implication of this research is that transformative Islamic education needs to be optimized to produce individuals with high adaptive capabilities in facing the challenges of change, while still adhering to the spiritual values that form the foundation of their lives.
Transformative Epistemology in Advancing Contemporary Islamic Education: Knowledge Reconstruction Integrative-Nuraniyah Perspective Rinda Fauzian; Juju Saepudin; Saehudin Saehudin
TA'DIB: Jurnal Pendidikan Agama Islam Vol 3 No 2 (2025): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v3i2.82

Abstract

The aim of this study is to explore and analyze the concept of transformative epistemology in the development of contemporary Islamic education, with a focus on knowledge reconstruction from an integrative-nuraniyah perspective. This research adopts a qualitative approach with critical analysis of literature and concepts related to Islamic epistemology and contemporary Islamic education. Data were collected through library research, encompassing books, journal articles, and previous studies relevant to transformative epistemology, knowledge reconstruction in Islamic education, and the integration of spiritual aspects in teaching. The analysis process was carried out using a descriptive-analytical approach to identify gaps in the development of Islamic education and how transformative epistemology can provide solutions. The results show that transformative epistemology, which combines rational and spiritual dimensions, can serve as a strong foundation for reconstructing knowledge in contemporary Islamic education. This approach enables the development of a more comprehensive curriculum that emphasizes not only cognitive aspects but also spiritual and moral dimensions aligned with the demands of the times. The implementation of this epistemology has the potential to produce a generation that is not only intellectually capable but also ethically and spiritually aware. The implication of this research is the importance of integrating transformative epistemology into the Islamic education curriculum, with attention to spirituality and ethics, in order to address the increasingly complex challenges of contemporary education.
Pengembangan Metode Pembelajaran PAI: Integrasi Ceramah, Diskusi, Tanya Jawab, dan Demonstrasi Arif Rahman Hakim; Irwan Ruswandi; Ahmad Hilman; Mahmud Mahmud; Yeti Heryati
TA'DIB: Jurnal Pendidikan Agama Islam Vol 3 No 2 (2025): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v3i2.83

Abstract

This article discusses the development of teaching methods in Islamic Religious Education with a focus on four main methods: lecture, discussion, question-and-answer, and demonstration. These four methods are commonly used approaches in Islamic Religious Education learning; however, in practice, they are often applied partially, resulting in less-than-optimal effectiveness. Through a literature review, this article examines how these methods can be developed and integrated into a single adaptive, varied, and contextual learning model. The findings indicate that the lecture method is effective for delivering normative concepts, the discussion method fosters critical thinking and tolerance, the question-and-answer method enhances active participation and two-way interaction, while the demonstration method is highly suitable for teaching practical worship and religious skills. The integration of these four methods not only improves the cognitive aspects of learners but also balances the affective and psychomotor domains. Therefore, the development of the lecture, discussion, question-and-answer, and demonstration methods can serve as a relevant strategy for improving the quality of Islamic Religious Education in the modern era.
Humanistic Integration in Pesantren Education: Enhancing Moral and Social Character at Pondok Pesantren Lirboyo Mukhlisin Mukhlisin; Abdurrahman Atsa’lawi
TA'DIB: Jurnal Pendidikan Agama Islam Vol 4 No 1 (2026): In Press
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v4i1.99

Abstract

This study investigates the integration of humanistic values into Islamic education at Pondok Pesantren Lirboyo and analyzes its influence on students’ character formation. The research responds to the need for harmonizing classical pesantren traditions with contemporary humanistic pedagies that prioritize student-centered learning, critical inquiry, empathy, and holistic development. Employing a mixed-methods design, data were gathered through in-depth interviews with 15 teachers and 30 students, structured observations, document analysis, and statistical testing using ANOVA to measure differences in character outcomes across instructional models. Findings reveal that the deliberate incorporation of dialogue-based instruction, recognition of individual potential, and ethical modeling significantly strengthens students’ moral reasoning, social responsibility, and spiritual awareness. Learners exhibit enhanced interpersonal competence, stronger self-confidence, and greater ability to contextualize Islamic teachings within modern societal challenges. The pesantren demonstrates that adaptive pedagogical strategies and inclusive learning environments can sustain traditional scholarship while embracing humanistic principles. This study affirms that humanistic values reinforce rather than undermine Islamic educational foundations. It offers a replicable framework for pesantren reform, highlighting how institutions can modernize teaching practices without compromising theological authenticity, thereby cultivating compassionate, reflective, and socially responsive graduates.
Internalizing Religious Moderation in Islamic Religious Education to Foster Tolerance among Generation Z Nabila Azzahra
TA'DIB: Jurnal Pendidikan Agama Islam Vol 4 No 1 (2026): In Press
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v4i1.101

Abstract

While there are still limited studies examining how religious moderation values are internalized in Islamic Religious Education (PAI) from students’ perspectives, the rapid growth of digital spaces influencing Generation Z has created new challenges in fostering tolerant attitudes in Islamic higher education. This study aims to explore how religious moderation values are internalized in PAI learning and how this contributes to fostering tolerance among Generation Z students at IAIN Langsa. This research employed a qualitative case study method involving purposively selected university students enrolled in PAI courses. Data were collected through classroom observations, in-depth interviews, and document analysis. Data credibility was ensured through methodological triangulation and verification procedures, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that inclusive academic interactions, critical thinking on diversity-related issues, and dialogical debates are effective ways for students to internalize religious moderation values. These processes enhance students’ openness to diversity, their capacity for polite argumentation, and their tendency to reject extreme or exclusive viewpoints. The study emphasizes that contextual and value-based PAI education plays a crucial role in helping Generation Z develop long-lasting tolerance in higher education.
Integration of Islamic Education in Indonesian Language Learning as an Effort to Shape the Character of Students at MAN 2 Majalengka Endah Meilani Sari
TA'DIB: Jurnal Pendidikan Agama Islam Vol 4 No 1 (2026): In Press
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v4i1.102

Abstract

This study aims to examine the integration of Islamic Education into Indonesian Language learning as a strategic effort to build the Islamic character of students at MAN 2 Majalengka, West Java. Employing a sequential explanatory mixed methods design, the study collected quantitative data from 80 students using a Likert-scale character assessment instrument measuring five dimensions religiosity, integrity, cooperation, independence, and nationalism complemented by in-depth interviews, participatory observation, and document analysis. Quantitative findings revealed a significant overall increase in students’ Islamic character scores from 68.55 to 81.52 (an improvement of 18.99%), with the integrity dimension recording the highest gain (+22.50%). Pearson correlation analysis confirmed a strong positive relationship between the intensity of Islamic value integration and character improvement (r = 0.742, p < 0.01). Qualitatively, three dominant integration strategies were identified: content-based integration through Islamically themed texts, process-based integration embedding Islamic ethics across all learning stages, and culture-based integration drawing on local Sundanese-Islamic values. These findings demonstrate that Indonesian Language instruction, when intentionally designed as a medium for transmitting Islamic values, functions not only as a linguistic competence builder but also as an effective vehicle for holistic character formation in madrasah students.
Ulul Albab Leadership and the Challenges of the Commodification of Education: A Philosophical Review Salman Fathurohman; Riyan Nuryadin; Agi Kurniawan; Ridwan Awaludin
TA'DIB: Jurnal Pendidikan Agama Islam Vol 3 No 2 (2025): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v3i2.103

Abstract

The phenomenon of the commodification of education has shifted the orientation of education from the formation of holistic human beings toward an economic instrument governed by market logic, efficiency, and profitability. This shift has contributed to a crisis of moral and intellectual leadership within educational institutions, where leaders tend to prioritize technocratic management over humanistic and ethical values. This article examines the commodification of education from a philosophical perspective and proposes the concept of Ulul Albab leadership as an alternative paradigm. Ulul Albab integrates three dimensions: dhikr (transcendental consciousness), fikr (critical rationality), and ‘amal (ethical–social responsibility), enabling educational leadership to be normative, reflective, and transformative in nature. This paradigm serves as an ethical critique of the dominance of market logic while simultaneously providing a philosophical framework for developing educational policies, organizational cultures, and practices that are inclusive, equitable, and oriented toward holistic human development. This study employs a qualitative approach based on a literature review of philosophical works and Islamic educational thought. The findings indicate that Ulul Albab leadership is not only normatively relevant but also carries practical implications for the management of contemporary educational institutions in the era of globalization and digitalization.
Artificial Intelligence Integration in Fiqh Education for Elementary Madrasah Students: A Systematic Review Ade Saepuloh; Maemunah Maemunah; Herlina Sidik; Adah Saridah
TA'DIB: Jurnal Pendidikan Agama Islam Vol 4 No 1 (2026): In Press
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v4i1.104

Abstract

This study aims to analyze the opportunities, challenges, and strategies for integrating Artificial Intelligence (AI) into fiqh education at Madrasah Ibtidaiyah. The approach used is a Systematic Literature Review (SLR) by examining 15 relevant scientific articles from 2019 to 2025. The analysis process was conducted through the stages of identification, selection, data extraction, and synthesis to obtain a comprehensive overview of the utilization of AI in Islamic education. The results indicate that AI holds significant potential for enhancing the quality of fiqh education, particularly in visualizing religious practices, fostering interactive learning, and personalizing educational materials through technologies such as chatbots, adaptive learning systems, augmented reality simulations, and Islamic gamification. However, the implementation of AI also faces various challenges, such as limitations in teachers’ digital competencies, uneven infrastructure, and issues regarding the ethics and validity of religious content. To address these challenges, this study proposes a Human-Centered AI integration model that positions the teacher as a murabbi and AI as a learning aid. This model emphasizes the importance of using curated data, a value-based approach, and the development of technology-based adaptive curricula. Thus, the integration of AI in fiqh learning at Madrasah Ibtidaiyah not only contributes to improving cognitive aspects but also supports the balanced development of students’ religious character and digital literacy.
Epistemologi Pendidikan Islam Berbasis Tauhid: Tantangan dan Relevansinya di Era Digital Agi Kurniawan; Ena Sumpena; Salman Fathurohman; Ridwan Abdalloh
TA'DIB: Jurnal Pendidikan Agama Islam Vol 1 No 2 (2023): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v1i2.107

Abstract

This study aims to analyze the epistemology of Islamic education based on tawhid and to examine its challenges and relevance in the digital era. The rapid development of digital technology has transformed the ways in which people acquire, manage, and disseminate knowledge, thereby creating a need to reconstruct the paradigm of Islamic education so that it remains rooted in divine values. This research employs a qualitative approach with a library research design, drawing upon various scholarly works related to Islamic epistemology, tawhid-based education, and digital transformation in education. The data were analyzed using content analysis techniques to identify the relationship between the concept of tawhid and the dynamics of contemporary learning. The findings reveal that tawhid serves as an epistemological foundation that positions revelation as the primary source of knowledge, which is then integrated with reason and empirical experience in the educational process. The main challenges in the digital era include information overload, a crisis of scholarly authority, the secularization of knowledge, and the weakening of spiritual value internalization in online learning environments. Nevertheless, the digital era also offers significant opportunities for the development of Islamic education through the utilization of technology as a medium for broader and more inclusive knowledge dissemination. This study affirms that the epistemology of Islamic education based on tawhid remains relevant as a foundation for building an integrative, critical, and value-oriented educational system aimed at forming individuals who are faithful, knowledgeable, and morally grounded amid the ongoing changes of the modern era.
Student-Based Reflective Supervision to Assess the Effectiveness of PAI Learning Asep Supriadi AA; Astuti Feriyanti; Riyanti Agustini; Siti Halimah
TA'DIB: Jurnal Pendidikan Agama Islam Vol 4 No 1 (2026): In Press
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v4i1.108

Abstract

This article aims to examine the concept of student-based reflective supervision as an effective evaluative strategy in assessing the learning quality of Islamic Religious Education (PAI). The main focus is on how student involvement in providing reflective feedback can be leveraged by teachers and principals to improve teaching effectiveness. This study uses a library research method with a qualitative descriptive approach. Data was obtained from various sources, such as scientific journals, academic books, national education policies, and relevant study reports. All of these data were analyzed to build a conceptual framework of student-based reflective supervision. The results of the study show that reflective supervision involving students' perspectives can result in more authentic and contextual evaluation of learning. Feedback from students reflects their first-hand learning experiences, so it can be an important indicator in assessing the effectiveness of the strategies, methods, and learning media used by PAI teachers. This student-based reflective supervision also offers an alternative approach to evaluating the learning process, which has tended to be based only on assessments from superiors or outside parties. By making students partners in the reflection process, teachers and principals can gain a more comprehensive and human understanding of the success of teaching, especially in instilling Islamic values.

Page 6 of 8 | Total Record : 72

 4   5   6   7   8 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol 4 No 1 (2026): In Press Vol 3 No 2 (2025): TADIB: Jurnal Pendidikan Agama Islam Vol 3 No 1 (2025): TADIB: Jurnal Pendidikan Agama Islam Vol 2 No 2 (2024): TADIB: Jurnal Pendidikan Agama Islam Vol 2 No 1 (2024): TADIB: Jurnal Pendidikan Agama Islam Vol 1 No 2 (2023): TADIB: Jurnal Pendidikan Agama Islam Vol 1 No 1 (2023): TADIB: Jurnal Pendidikan Agama Islam