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AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27231100     EISSN : 27230708     DOI : 10.35719/adabiyah.v6i1
Core Subject : Religion, Education,
Religion Education Other
AL-ADABIYAH: Jurnal Pendidikan Agama Islam is a peer-reviewed journal on Islamic education published by Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember. This journal focuses on advancing the science of Islamic Education through high-quality scholarly works that explore various dimensions, including studies on Pesantren and Madrasah education, curriculum development, pedagogy, and the integration of science and technology. It emphasizes research on the philosophy and theory of Islamic education, policy and governance, deradicalization efforts, gender issues, and comparative studies. Additionally, it addresses the role of Islamic education in fostering social and cultural transformation, alongside biographical studies of influential figures, with a commitment to contributing to global and interdisciplinary discourse.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 137 Documents
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THEORIES OF THE RELATIONSHIP BETWEEN RELIGION AND CULTURE AND THEIR RELEVANCE TO THE DEVELOPMENT OF ISLAMIC EDUCATION Hasanah, Siti Nur; Soebahar, Abdul Halim; Mursalim; Amal, M. Khusna
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v6i4.1265

Abstract

The relationship between religion and culture is a fundamental aspect in understanding the dynamics of religious life among Muslim communities, particularly in the Indonesian context, which is marked by ethnic diversity, local traditions, and indigenous value systems. Islam, as a religion that carries universal principles, emerges and develops through a dialogical interaction with local cultures, resulting in diverse expressions of Islamic practice. This article analyzes the major theories explaining the relationship between religion and culture, including the theory of Islamic universality and cultural particularity, acculturation, assimilation, hybridity, the anthropology of religion, and postcolonial perspectives, and examines their relevance to the development of contemporary Islamic education. The study employs a qualitative approach based on literature review, drawing from classical works and recent findings in reputable journals. The research findings indicate that the relationship between Islam and culture is not a binary opposition but rather interactive, adaptive, and creative. This interaction produces contextual religious practices without diminishing the core values of Islam. The relevance for Islamic education is evident in three main aspects: first, the need for a culturally responsive Islamic education curriculum; second, the integration of local values as a medium for internalizing Islamic teachings; and third, strengthening the paradigm of religious moderation through historical and anthropological understanding of Islamic practices in society. The novelty of this study lies in its comprehensive synthesis of theories on religion–culture relations and their practical implications for the development of Islamic education, an approach rarely explored in depth in previous studies. This research contributes to the argument that Islamic education can develop in a relevant and inclusive manner only by viewing culture as a dialogical partner, not as a threat to the purity of religious teachings. Thus, this article provides a theoretical and conceptual foundation for developing Islamic education that is moderate, contextual, and rooted in local wisdom.
THE DIALECTICS OF RELIGIOUS PURIFICATION, TRADITION PRESERVATION, AND GLOBAL CHALLENGES IN ISLAMIC RELIGIOUS EDUCATION Amiq, Bahrul; Soebahar, Abdul Halim; Mursalim; Amal, M. Khusna
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v6i4.1281

Abstract

This article examines the dialectics between religious purification, tradition preservation, and global challenges within the context of Islamic religious education in Indonesia. The study employs library research with a descriptive–critical method, reviewing classical and contemporary literature related to Islam Nusantara, globalization, modernization, radicalism, and religious education practices. The findings reveal that religious purification emphasizes returning religious practices to authoritative texts, whereas the preservation of local traditions highlights the integration of cultural values as a means of social harmonization and strengthening community identity. The tension between these two orientations influences the curriculum, learning strategies, and religious experiences at the local level. Globalization and modernization add further complexity by introducing transnational authorities and value homogenization, while also creating opportunities for cultural glocalization and the revitalization of local traditions. Religious radicalism emerges as an extreme response to social change, whereas cultural resistance functions as an adaptive mechanism for communities to maintain local wisdom. This study underscores the need for Islamic religious education to negotiate between doctrinal purity, local cultural contexts, and global demands in order to produce adaptive, contextual, and relevant educational practices. These findings contribute to a deeper understanding of the relationship between religion and culture, inclusive Islamic educational strategies, and the development of literature on Islam Nusantara in the global era.
The Sorogan Method as an Individualized Pedagogical Approach to Enhancing Qur’anic Reading Competence in Public Schools Arrahma, Ulya Makwa; Rosyida, Chusna Nur; Faqih, Syaikhu Abdillah; Maimun, Achmad
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i1.1259

Abstract

This study examines the sorogan method as an individualized pedagogical approach for enhancing Qur’anic reading competence in public secondary schools. Situated within a Qur’anic Reading and Writing (BTQ) program, the study explores how a traditional Islamic instructional practice is adapted to a formal school context, identifies factors that support and constrain its implementation, and analyses its pedagogical impact on students’ Qur’anic reading competence and religious engagement. Using a qualitative case study design, data were collected through classroom observations, semi structured interviews, and document analysis involving Islamic education teachers, student mentors from Islamic student organizations, teaching practicum students, and learners. The findings indicate that the individualized nature of the sorogan method, supported by talaqqi, musyafahah, and peer assisted learning, facilitated improvements in reading fluency, pronunciation accuracy, and the application of basic tajwid principles. In addition to technical reading skills, the approach contributed to the development of students’ religious attitudes, learning motivation, and collaborative responsibility. This study argues that the sorogan method, when implemented in public school settings, provides a pedagogically viable and culturally grounded model for strengthening Qur’anic literacy within contemporary formal education.
Adab in Teacher–Student Relations: An Analysis of Al-Ghazali’s Educational Thought Izuddin, Azmi; Muhammad, Ahmed Nurhidayatullah; Assegaf, Abd. Rachman
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i1.1263

Abstract

This study addresses the growing erosion of adab (ethical and moral conduct) in contemporary teacher–student relations by examining Al-Ghazali’s educational thought as a normative–philosophical framework. Employing a qualitative library research design with an analytical approach, the study draws primarily on Al-Ghazali’s Ihya’ Ulum al-Din, supported by relevant secondary literature from books and peer-reviewed journals. Data were analyzed using content analysis to reconstruct Al-Ghazali’s conceptualization of adab within educational relationships. The findings reveal that Al-Ghazali’s notion of adab is holistic and spiritually grounded, integrating ethical, pedagogical, and metaphysical dimensions. For students, adab entails reverence for the teacher, disciplined learning, and the practical embodiment of knowledge. For teachers, it is reflected in sincerity of intention, compassion, moral exemplarity, and pedagogical sensitivity to students’ intellectual capacities. This relationship is founded on a spiritual ethic in which the teacher functions as a murabbi, responsible for students’ moral and spiritual formation rather than the mere transmission of knowledge. The study argues that Al-Ghazali’s framework offers a substantive theoretical contribution to contemporary educational discourse by re-centering adab as a core principle for restoring the ethical and humanistic foundations of modern education.
Implementing the Merdeka Curriculum in Islamic Religious Education: A Critical Literature Review of Contemporary Challenges and Pedagogical Implications Cholisha, Dhewy Laily Choirrushsholih; Isnaini, Elisa Nurrahma; Purnomo
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i1.1279

Abstract

The implementation of Indonesia’s Merdeka Curriculum in Islamic Religious Education has introduced significant pedagogical shifts, yet its enactment in school contexts remains fraught with persistent challenges. This article aims to critically examine contemporary issues surrounding the implementation of the Merdeka Curriculum in IRE, identify their underlying causes, and analyze their pedagogical implications for teaching, learning, and character formation. Employing a critical literature review approach, this study systematically synthesizes recent national and international scholarly works published between 2020 and 2025. The review reveals four interrelated challenges: limited teacher understanding of core curriculum concepts such as learning outcomes (CP), learning pathways (ATP), differentiated instruction, and authentic assessment; inadequate technological infrastructure and instructional resources; insufficient and uneven professional development and mentoring; and structural disparities in school facilities that exacerbate educational inequality. These challenges contribute to uneven student competency attainment, suboptimal learning effectiveness, and constraints on the cultivation of religious and moral character. This article contributes to the discourse on curriculum reform by offering an integrative analytical framework that links curriculum policy, teacher readiness, and pedagogical practice in Islamic Religious Education. It further proposes strategic implications for teacher professional development, school-based support systems, and equitable policy interventions to strengthen the sustainable and just implementation of the Merdeka Curriculum across diverse educational settings.
Implementation of the Ta’lim Qur’an Program in Ensuring Students’ Qur’anic Reading Literacy Competence Majid, Abdul Hakim; Aji, Muhammad Setya; Sholihuddin, Moh; Miftah, Muhammad
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i1.1286

Abstract

This study investigates the implementation of the Ta’lim Qur’an Program (PTQ) in ensuring students’ Qur’anic reading literacy competence at Sunan Kudus State Islamic University. The research addresses the challenge of uneven Qur’anic reading proficiency among university students and examines how PTQ functions as an institutional quality assurance mechanism in Islamic higher education. Using a qualitative case study design, data were collected through participatory observation, in-depth interviews with program coordinators, tutors (ustaz/ustazah), and students from various faculties, as well as analysis of curriculum and program documents. The findings reveal that PTQ is implemented through a structured, tiered learning system (BTQ, Tartil, Tahfidz, and Tafsir) combined with an andragogical, problem-based approach to Qur’anic instruction. This implementation effectively improves students’ basic Qur’anic reading literacy, particularly in tahsin and tartil, while also strengthening their spiritual discipline and learning motivation. However, the program faces challenges related to limited instructional time, inconsistent student attendance, and supervision constraints. Overall, the study demonstrates that PTQ plays a significant role in ensuring minimum standards of Qur’anic reading competence and provides a practical model for strengthening Qur’anic literacy and quality assurance in Islamic higher education institutions.
The Human Concept in Qur’anic Education Based on Tafsir Tarbawi Study of Q.S. Al-‘Alaq 1–5 and Its Educational Implications Kallabe, Nur 'Azizah; Abdurrazzaq; Kristina Imron
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i1.1288

Abstract

This study aims to explore and analyze the concept of human beings in Qur’anic education based on a tafsir tarbawi analysis of Q.S. Al-Alaq verses 1 to 5 and to formulate its educational implications for contemporary Islamic education. The research employs a qualitative design using a literature review approach. The primary data source is the Qur’an, specifically Surah Al-Alaq 1 to 5, supported by classical and contemporary tafsir tarbawi interpretations. Secondary data consist of scholarly books, peer-reviewed journal articles, and relevant academic studies related to Islamic education and the human concept in the Qur’an. Data were collected through documentation techniques and analyzed using qualitative content analysis to identify key themes, meanings, and educational values contained in the verses. The findings of this study reveal that the Qur’an conceptualizes human beings as learning creatures endowed with intellectual, spiritual, and moral potentials. The command iqra in Surah Al-Alaq emphasizes that education in Islam is a holistic process that integrates intellectual development, character formation, and spiritual awareness. Humans are portrayed as servants of Allah and as khalifah on earth who are responsible for continuously seeking knowledge and implementing divine values in real life. The study concludes that Islamic education must be grounded in the integration of revelation and reason, resulting in an educational paradigm that is spiritually oriented, intellectually dynamic, and morally transformative. These findings provide theoretical contributions to Islamic educational philosophy and practical implications for the development of curricula and learning models based on Qur’anic values.
Integrating Pesantren Values into Academic Supervision: A Model for Enhancing Madrasah Teacher Professionalism Qinni, Abidatil; Manshur, Ahmad
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i1.1289

Abstract

This study examines the implementation of a pesantren values based academic supervision system at MTs Al Rosyid Bojonegoro, an Islamic junior secondary school integrated with an Islamic boarding school environment. Although academic supervision is widely applied in madrasahs, many practices still rely on conventional administrative approaches and have not fully integrated the distinctive cultural and spiritual values of pesantren education. This study therefore aims to analyze how supervision is organized and implemented within a pesantren context and how it contributes to strengthening teacher professionalism. A qualitative case study design was employed. Data were collected through observations, in depth interviews, and documentation involving the principal, teachers, and administrative staff. The data were analyzed using the interactive model of Miles and Huberman, including data condensation, data display, and conclusion drawing and verification. The findings reveal a dual supervision system consisting of academic and non academic monitoring implemented within a twenty four hour boarding school environment. Supervision is conducted collaboratively by the principal, teacher supervisors, and staff through structured daily, weekly, monthly, semester, and annual evaluations. The process integrates classroom observation, performance assessment, reporting, and continuous coaching, which collectively enhance teachers’ pedagogical competence, discipline, and professional responsibility. This study proposes a contextual model of academic supervision that integrates managerial procedures with pesantren values and offers an alternative framework for improving teacher professionalism and educational quality in Islamic educational institutions.
Islamic Educational Values in Qona’ah: A Literature Review from the Perspectives of Sufism and Character Education Huda, Khusnul
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i1.1297

Abstract

This study aims to analyze and conceptualize the Islamic educational values embedded in the attitude of qona’ah (contentment) and to explore its relevance as a foundational principle for character education within contemporary Islamic educational contexts. Although Islamic education emphasizes moral and spiritual formation, many educational practices still prioritize cognitive achievement while neglecting the internalization of spiritual dispositions that shape ethical behavior and psychological resilience. This research therefore seeks to reposition qona’ah not merely as a personal virtue but as an operational educational value capable of strengthening holistic character development. Methodologically, the study employs a qualitative library research design using a descriptive-analytical approach. Data were collected from classical Islamic sources, Sufi ethical literature, and peer-reviewed scholarly publications on Islamic education and character development. The selected literature was systematically reviewed, categorized, and critically analyzed to identify conceptual patterns, theoretical relationships, and pedagogical implications of qona’ah within Islamic educational frameworks. The findings indicate that qona’ah plays a significant role in shaping students’ moral self-regulation, emotional stability, gratitude, and moderation in material pursuits. These dispositions contribute not only to spiritual maturity but also to psychological well-being and social responsibility. The study demonstrates that integrating qona’ah into educational practices through habituation, modeling, and value-based curricula can enhance character formation more effectively than behavior-oriented approaches alone. The novelty of this study lies in its synthesis of classical Islamic spirituality, Sufi ethics, and modern character education theory into a coherent conceptual framework that positions qona’ah as a teachable and measurable educational construct. This research contributes theoretically by enriching the discourse on Islamic educational values and practically by offering educators and policymakers a value-based model for developing morally grounded, resilient, and socially responsible learners.
Integrating Qur’anic Ethics into Islamic Education Management: Conceptual Insights for Digital Learning Environments Jurrofiq, Ahmad Rayhan; Nopiyanti, Eva; Putri, Hazara; Hakim, Lukmanul
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i1.1335

Abstract

This study aims to conceptualize and formulate a Qur’anic value based model of Islamic Education Management that responds to the challenges of digital transformation. It seeks to examine how fundamental Qur’anic ethics, including honesty, justice, trustworthiness, civility, excellence, reliance on God, and verification, can be systematically integrated into educational governance to strengthen character formation while maintaining institutional effectiveness in digital learning environments. This research employs a qualitative descriptive design using library research. Data were collected from primary Islamic sources and secondary scholarly literature, including peer reviewed journal articles, academic books, and empirical studies on Islamic education management, digital pedagogy, and value based governance. The data were analyzed through qualitative content analysis and thematic synthesis to develop a conceptual framework that links Qur’anic ethical principles with the core management functions of planning, organizing, implementing, and evaluating. The findings indicate that Qur’anic values function not merely as moral ideals but as operational guidelines for educational management. Their integration enhances institutional accountability, ethical leadership, digital literacy, and holistic student development. Furthermore, technology optimization combined with value based governance creates learning environments that are both innovative and spiritually grounded. This study proposes an integrative conceptual model that systematically bridges Qur’anic ethics with modern management theory, offering a structured framework for Islamic education management in digital contexts, an area rarely addressed in previous research. The study provides theoretical enrichment for Islamic education management scholarship and offers practical guidance for policymakers, school leaders, and teachers in designing ethical, adaptive, and technology responsive educational institutions.

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