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Rinda Fauzian
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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
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Analysis of Learning Methodology Management from the Perspective of Instructional Process Component System Management Muhamad Faizin; Paisal Aripin; M. Mashuri Nurkulla; Ahmad Subagyo
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.v4i1.133

Abstract

This study aims to analyze the management of learning methodologies implemented at SMP IT Ash Shiddiqiyyah Tangerang Selatan from the perspective of Instructional Process Component System Management (MSKPI). The study focuses on instructional practices, student engagement, curriculum implementation, and the integration of Islamic educational values in classroom learning. This research employed a qualitative descriptive approach through observation, documentation, and literature review. The findings indicate that instructional activities are still predominantly teacher-centered, with lecture methods more dominant than collaborative and student-centered learning approaches. The implementation of Problem Based Learning, Project Based Learning, and technology integration has not been fully optimized. From the MSKPI perspective, instructional components such as planning, implementation, media utilization, and evaluation have not been systematically integrated. The study concludes that improving instructional quality requires strengthening active learning strategies, enhancing teacher competencies, integrating educational technology effectively, and aligning instructional management with the Merdeka Curriculum and Islamic educational values.
Islamic Education Based on Emotional Intelligence: Embracing Holistic Education in the 21st Century Yayat Hidayat
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.v4i1.147

Abstract

Abstract This research aims to formulate a framework for Islamic Education based on emotional intelligence to meet the demands of 21st-century holistic education, which emphasizes the development of cognitive, affective, social, moral, and spiritual intelligence. The method used is a literature review. Data analysis was conducted thru thematic synthesis: (1) mapping empirical evidence of the contribution of Islamic Education based on emotional intelligence to student learning outcomes and development; (2) elaboration of the conceptual equivalence of Emotional Intelligence with the core values of Islamic education (ta’dib, tarbiyah, tazkiyah, akhlaq); and (3) formulation of curriculum, pedagogy, and assessment implementation design. The results show that Islamic Education is significantly associated with academic performance and non-cognitive development outcomes, while school-based social and emotional learning interventions have a positive and sustainable impact on development. In the realm of Islamic education, the need to move "beyond rituals toward reflection" reinforces the urgency of integrating emotional intelligence-based Islamic education as a character-emotional competency grounded in self-awareness, self-regulation, empathy, and relational skills. The implications of this research are the availability of a conceptual model that can guide more reflective PAI learning, the strengthening of a rahmah school culture, and teacher development programs that integrate emotional intelligence with pedagogical competence and the psychological well-being of teachers.

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