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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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Determinants of Learning Motivation Barriers in Islamic Religious Education: A Qualitative Analysis in a Pesantren-Based Junior High School Nikmah, Azimatun; Sulistyani, Dwi Indah; Mukarromah, Nabila Wasilatul; Yanti, Yulia Citra Ayunda Destri; Anshori, 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.v7i1.1357

Abstract

This study aims to examine the barriers and determinants of students’ learning motivation in Islamic Religious Education (PAI) within a pesantren-based junior high school context. It specifically investigates how pedagogical practices, teacher competencies, students’ physical readiness, and institutional environments interact to influence students’ engagement and participation in PAI learning. This research employed a qualitative case study design conducted at SMP Islam Nurul Ulum. Data were collected through classroom observations, in-depth semi-structured interviews with teachers and students, and document analysis. Data analysis followed an interactive qualitative model consisting of data condensation, data display, and conclusion drawing. Triangulation of sources and techniques, prolonged engagement, and member checking were applied to ensure the credibility and trustworthiness of the findings. The results indicate that students’ learning motivation remains suboptimal, as reflected in low classroom participation, passive behavior, limited discussion involvement, and feelings of boredom and fatigue. The study identifies interconnected internal and external barriers. Internal factors include students’ physical and psychological exhaustion due to intensive pesantren routines, which reduce concentration and readiness to learn. External factors include lecture-dominated and teacher-centered instruction, limited implementation of innovative models such as Problem Based Learning, insufficient teacher digital literacy, and inadequate learning facilities, particularly technology-based media. These barriers operate simultaneously and systematically weaken students’ intrinsic motivation. This study provides a contextual and ecological perspective by situating learning motivation within the unique ecosystem of a pesantren-based school, an area rarely explored in existing motivation research. It conceptualizes motivation not merely as an individual attribute but as a systemic outcome shaped by pedagogical, environmental, and institutional conditions. The findings contribute theoretically by integrating contemporary motivation theories with Islamic boarding school education and practically by offering evidence-based recommendations for curriculum contextualization, participatory teaching strategies, teacher professional development, and institutional policy improvement to enhance student engagement in PAI learning.
Implementation of the Marking Method in Enhancing Qur’anic Memorization Accuracy among Santri: A Case Study at Buq Yasinat Islamic Boarding School, Jember Nurhayati, Syifah; Ahmad, Durrotun Nafisah; Umaruddin, Muhammad Masdar; Pratama, Yuda; Ansori, Muhamad
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.v7i1.1358

Abstract

This study aims to examine the implementation of the marking method in the Qur’anic memorization practices of students at the Chuffadh Dormitory of Buq Yasinat Islamic Boarding School, Jember, and to analyze its role as a cognitive learning strategy from the perspective of information-processing theory. The research seeks to explain how naturally emerging visual marking practices support students’ attention, encoding, and retrieval processes during tahfidz activities. This study employed a qualitative field research design with a descriptive analytical and case study approach. Data were collected through non-participant observations of memorization activities, semi-structured interviews with students and tahfidz mentors, and documentation of marked mushaf pages. Participants were selected purposively based on their direct experience with the marking method. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, complemented by thematic analysis and triangulation to ensure credibility and trustworthiness. The findings reveal that the marking method develops naturally as a student-initiated learning strategy rather than as a formally institutionalized technique. Students selectively use visual signs such as circles and underlines to identify verses that are difficult, similar, or prone to confusion. The method functions in three principal ways: directing attention toward critical verses, strengthening encoding through focused and repeated rehearsal, and facilitating retrieval by serving as visual memory cues during revision and recitation. As a result, students who marking demonstrates improved concentration, memorization stability, and faster recall. Unlike prior studies that primarily emphasize formal teacher-directed memorization methods such as talaqqi and tasmi’, this research highlights an informal, learner-generated strategy and interprets it systematically within a cognitive learning framework. The study offers an original perspective by conceptualizing marking as an integrated attention-encoding-retrieval mechanism rather than merely a technical habit. The study contributes theoretically by extending cognitive learning theory into the context of Qur’anic memorization, empirically by documenting authentic learning practices within a pesantren environment, and practically by providing insights for educators to recognize and optimize students’ self-regulated strategies. The findings encourage the development of pedagogically effective and ethically appropriate marking aids to support sustainable tahfidz learning.
The Implementation of Inclusive Madrasah Practices in Islamic Religious Education Learning at State Islamic Senior High Schools in Kepulauan Bangka Belitung Saputri, Titi Asmiyati; Hasan, Subri; Dewi, Indah Kusuma
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.v7i1.1359

Abstract

This study aims to analyze the implementation of inclusive madrasah practices in Islamic Religious Education (Pendidikan Agama Islam or PAI) learning at State Islamic Senior High Schools in Kepulauan Bangka Belitung, with a particular focus on how teachers adapt instructional strategies to accommodate students with special educational needs within religious classroom settings. The research employed a descriptive qualitative design using participatory classroom observations, in-depth semi-structured interviews, and document analysis. Participants included PAI teachers, school leaders, and students directly involved in inclusive learning activities. Data were analyzed thematically through interactive stages of data reduction, data display, and conclusion drawing, while credibility was ensured through triangulation and member checking. The findings indicate that inclusive education in madrasahs is implemented primarily through classroom-based pedagogical adaptations rather than formal administrative mechanisms. Demonstration-based teaching, individualized guidance, differentiated instruction, and the use of practical religious learning tools effectively support students’ participation in worship practices and religious understanding. However, implementation remains inconsistent due to limited infrastructure, insufficient funding, lack of specialized training, and weak institutional supervision. This study offers a novel perspective by shifting the focus of inclusive education research in madrasahs from managerial and policy-oriented analyses toward a classroom-centered pedagogical approach that specifically examines inclusive practices in PAI learning. The study contributes theoretically to the development of an inclusive Islamic pedagogy framework and practically provides recommendations for teacher professional development, adaptive curriculum design, and contextual inclusive strategies to enhance equitable and compassionate religious education in madrasahs.
Integrating an Anti-Drug Curriculum into Character Education: A Qualitative Study on Students’ Moral Development in Public Senior High Schools Eldawati; Rada; Suparta
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.v7i1.1361

Abstract

This study investigates how an anti-drug curriculum can be systematically integrated into formal schooling to strengthen students’ moral and character development. It examines the processes, strategies, and impacts of embedding anti-drug education across multiple subjects in public senior high schools, positioning prevention not as an extracurricular activity but as part of daily instructional practices. The study seeks to understand how curriculum integration functions as a preventive mechanism to reduce adolescents’ vulnerability to drug misuse while fostering ethical awareness, self-regulation, and responsible behavior. A descriptive qualitative design with a field research orientation was employed. The research was conducted in two public senior high schools in Pangkalpinang that implemented the program in collaboration with the National Narcotics Agency. Participants included school leaders, subject teachers, and students selected through purposive sampling. Data were collected through participant observation, semi-structured interviews, and document analysis. Thematic analysis was applied using iterative coding, categorization, and interpretation, while trustworthiness was ensured through triangulation, member checking, and audit trails. The findings reveal three interconnected stages of implementation: institutional preparation, collaborative curriculum planning, and classroom-based integration. Integrating anti-drug content into Islamic Education, Civics, Science, and Physical Education enhanced students’ knowledge of drug risks, strengthened moral values, and developed life skills such as assertiveness, self-control, and resistance to peer pressure. Although challenges related to time constraints and limited parental involvement remain, the program contributed to improved character formation and healthier behavioral tendencies. This study offers originality by presenting a curriculum-based prevention model embedded within everyday teaching rather than short-term campaigns. It contributes theoretically to interdisciplinary character education and practically provides a replicable framework for schools and policymakers seeking sustainable strategies to address adolescent risk behaviors.
An Ecosystem Model of Islamic Character Development: A Qualitative Case Study of Integrated Religious Strategies in a Rural Indonesian Madrasah Ali, Moch. Yusron; Sajudin, Muhammad; Syaiful, Muhammad
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (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.v7i2.1363

Abstract

This study aims to develop an ecosystem model of Islamic character development by examining how integrated religious strategies operate within a rural Indonesian madrasah. It specifically investigates how affective role modeling, Islamic-based reinforcement, and contextual value integration interact to shape students’ moral and spiritual formation. The study addresses a gap in the existing literature, which often treats religious programs as isolated activities rather than as interconnected institutional systems. A qualitative single case study design was employed at MTs Diponegoro Japah in Blora Regency, Central Java. Data were collected through prolonged school observations, semi-structured interviews with seven key informants, and document analysis of institutional records. Thematic analysis was conducted to identify patterns across data sources, supported by triangulation and member checking to ensure credibility and trustworthiness. The findings indicate that Islamic character development functions as a dynamic ecosystem composed of three mutually reinforcing pillars: affective teacher–student relationships, structured but gradually internalized reward mechanisms, and the integration of moral values into authentic daily contexts. These strategies collectively foster sustained behavioral improvement despite socio-economic and infrastructural constraints. The novelty of this study lies in conceptualizing religious character education as an institutional ecosystem rather than a set of discrete programs. The study contributes theoretically by refining models of Islamic character formation and practically by offering context-sensitive guidance for rural madrasahs seeking sustainable and adaptive character education strategies.
The Relationship between Students’ Arabic Language Learning Outcomes and Their Qur’anic Memorization (Tahfiz) Ability Dari, Tiara Wulan; Halomoan
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (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.v7i2.1364

Abstract

This study aims to examine the statistical relationship between students’ Arabic language learning outcomes and their Qur’anic memorization (tahfiz) ability in an integrated Islamic junior secondary school context. The research seeks to empirically validate the theoretical assumption that linguistic mastery, particularly semantic comprehension of Arabic, contributes to the effectiveness of Qur’anic memorization. This study employed a quantitative correlational design involving 100 ninth-grade students selected through simple random sampling from a population of 132 students. Arabic language learning outcomes were obtained from official semester examination records, while tahfiz ability was measured using a validated instrument assessing tajwid accuracy, fluency, fashahah, and recitation manners. Instrument reliability testing yielded a Cronbach’s Alpha coefficient of 0.866, indicating high internal consistency. Data were analyzed using descriptive statistics, Pearson Product Moment correlation, and simple linear regression, preceded by normality and linearity tests. The findings indicate that Arabic learning outcomes were categorized as high (M = 97.68), whereas Qur’anic memorization ability was categorized as moderate (M = 84.58). Pearson correlation analysis revealed a positive and statistically significant relationship between Arabic achievement and tahfiz ability (r = 0.202, p = 0.044). However, the effect size was small, with Arabic learning outcomes explaining approximately 4.1 percent of the variance in memorization performance. Regression analysis confirmed that Arabic achievement positively predicts tahfiz ability. This study contributes novel empirical evidence by quantitatively examining the relationship between Arabic academic achievement and Qur’anic memorization ability at the junior secondary level within an integrated Islamic schooling framework. Unlike previous studies that primarily focus on pedagogical strategies or qualitative insights, this research statistically measures the cognitive-linguistic linkage between Arabic mastery and tahfiz performance. The study theoretically strengthens the integration of cognitive learning theory and Islamic education research by demonstrating that semantic comprehension supports memorization retention. Practically, it provides evidence-based insights for curriculum integration, suggesting that enhancing Arabic proficiency should be aligned with structured tahfiz programs, motivational reinforcement, and systematic repetition strategies to optimize memorization outcomes.
Development of Qur’anic Literacy in Islamic Religious Education Learning: A Case Study at SMA Negeri 4 Pangkalpinang Rofiqoh, Siti; Suparta; Dewi, Indah Kusuma
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (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.v7i2.1368

Abstract

This study aims to analyze the development of Qur’anic literacy within Islamic Religious Education learning at SMA Negeri 4 Pangkalpinang by examining how the program is institutionally designed, pedagogically implemented, and systematically evaluated to strengthen students’ reading competence and religious character formation in a public secondary school context. The research employed a qualitative field research design using a case study approach, with data collected through in-depth interviews, classroom and extracurricular observations, and document analysis of assessment records and institutional policies. Data were analyzed using the Interactive Model of Miles and Huberman, supported by triangulation to ensure credibility. The findings reveal that Qur’anic literacy development is structurally integrated into Islamic Religious Education learning rather than positioned as a supplementary activity, and is implemented through a differentiated pedagogical model consisting of foundational Iqra’-based instruction, drill reinforcement for fluency, and Tahfidz enrichment for advanced learners. The development process follows a cyclical framework involving diagnostic assessment, staged instruction, mentoring through peer tutoring, periodic evaluation, and literacy culture reinforcement practices such as One Day One Ayat and morning Tadarus. Evaluation mechanisms include placement, formative, diagnostic, and summative assessments through oral recitation tests, written examinations, and memorization deposits, enabling adaptive instructional adjustments and measurable student progression. The novelty of this study lies in conceptualizing Qur’anic literacy as a systemic pedagogical process embedded within formal Islamic Religious Education learning, demonstrating that effective literacy development emerges from the integration of institutional commitment, differentiated instruction, and continuous evaluation. The study contributes theoretically by proposing an institutional, differentiated, and adaptive model of Qur’anic literacy development, and practically by offering a structured framework for secondary schools seeking to strengthen religious literacy and character formation within formal educational settings.

Page 14 of 14 | Total Record : 137

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