cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Imron Fauzi
Contact Email
fauzi220587@gmail.com
Phone
+6285258255855
Journal Mail Official
imronfauzi@uinkhas.ac.id
Editorial Address
Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia Jl. Mataram No. 1 Kelurahan Mangli, Kecamatan Kaliwates, Kabupaten Jember
Location
Kab. jember,
Jawa timur
INDONESIA
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 158 Documents
 12   13   14   15   16 
Teachers’ Strategies in Cultivating Islamic Moral Character through Aqidah Akhlaq Learning in Islamic Primary Schools Mukarromah, Lailatul; Fahmi, Robith
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1396

Abstract

This study examines teachers’ strategies in cultivating Islamic moral character through Aqidah Akhlaq learning at an Islamic primary school. The research employed a descriptive qualitative approach involving Aqidah Akhlaq teachers, the madrasah principal, and students as research participants. Data were collected through observations, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that teachers implemented several interconnected strategies to cultivate students’ akhlaqul karimah, namely habituation practices, role modelling (uswatun hasanah), reward and punishment, motivational guidance, and the integration of moral values into the learning process through storytelling, discussion, and simulation methods. Among these strategies, habituation and teacher exemplarity were found to have a greater influence on students’ moral behavior than formal cognitive instruction alone. The study also found that a supportive madrasah environment and parental involvement strengthened the implementation of moral education, whereas limited parental supervision and negative influences from social media and digital technology became major obstacles. This study contributes to the discourse on Islamic character education by highlighting the importance of integrating instructional, cultural, and relational approaches in cultivating moral character at the primary education level. However, the findings are limited to a specific institutional context and cannot be generalized broadly. Further studies involving wider educational settings are therefore recommended.
Social Media Use Intensity, Cognitive Emotion Regulation, and Bullying Behavior among Junior High School Students: A Multiple Regression Analysis Rohman, Faizal; Hafid
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1400

Abstract

This study aimed to examine the effects of social media use intensity and cognitive emotion regulation on bullying behavior among junior high school students. The increasing use of social media among adolescents has raised concerns regarding its psychological and behavioral impacts, particularly bullying behavior in educational settings. This study employed a quantitative non-experimental design using a multivariate approach with multiple linear regression analysis. The research was conducted at SMP Negeri 1 Jatiroto, East Java, Indonesia, involving 61 students selected through purposive sampling. Data were collected using questionnaires measuring social media use intensity, cognitive emotion regulation, and bullying behavior. The data were analyzed using SmartPLS version 4 through descriptive statistics, assumption testing, t-test, F-test, coefficient of determination, and multiple linear regression analysis. The findings revealed that social media use intensity had a positive and statistically significant effect on bullying behavior (p = 0.025 < 0.05). In contrast, cognitive emotion regulation did not significantly affect bullying behavior (p = 0.904 > 0.05). Simultaneously, both variables significantly influenced bullying behavior (p = 0.001 < 0.05), although the model explained only 7.7% of the variance. The novelty of this study lies in integrating digital behavior and emotional regulation perspectives in explaining bullying behavior among adolescents. This study contributes theoretically to educational psychology and practically provides insights for schools and policymakers in developing digital literacy, emotional awareness, and anti-bullying programs in the digital era.
Parental and Teacher Collaboration in Internalizing Religious Values to Foster Students’ Worship Discipline in Islamic Schools Kholis, Nur; Ahmadi
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1401

Abstract

This study aims to analyze the collaboration between parents and teachers in the internalization of religious values to foster students’ worship discipline at MTs Negeri 3 Jember, Indonesia. The study specifically examines the roles of parents and teachers, communication strategies, and the supporting and inhibiting factors influencing the process of religious value internalization in Islamic schools. This research employed a qualitative descriptive approach conducted at MTs Negeri 3 Jember. Data were collected through in-depth interviews, participant observation, and documentation analysis involving 26 participants consisting of Islamic Religious Education teachers, homeroom teachers, students, and parents selected through purposive sampling techniques. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. The findings revealed that the internalization of religious values was implemented through four major strategies: exemplary behavior, religious habituation, supervision, and collaborative communication between family and school. Teachers strengthened worship discipline through structured religious programs such as congregational shalat dhuha, shalat dhuhur, and Qur’anic recitation, while parents reinforced religious practices through worship habituation at home, supervision of prayer times, and smartphone usage control. The study also found that family–school collaboration had a greater influence on students’ worship discipline than previously assumed. The novelty of this study lies in its emphasis on integrated collaboration between parents and teachers in fostering worship discipline through communication, supervision, and religious habituation simultaneously. This study contributes to the discourse on Islamic character education by offering an integrative perspective on religious value internalization within contemporary Islamic educational settings.
Enhancing Islamic Education Learning Outcomes through Snowball Throwing Assisted by Smart Box Media in Elementary Schools Yuliani; Muh. Agil Amin; Nur Fakhrunnisaa; Sumardin Raupu
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1402

Abstract

This study aims to improve students’ learning outcomes in Islamic Religious Education and Character Education through the implementation of the Snowball Throwing learning model assisted by Smart Box media at the elementary school level. The study also seeks to describe the implementation process of interactive cooperative learning and analyze its impact on students’ classroom participation, motivation, and academic achievement. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of two cycles involving planning, acting, observing, and reflecting stages. The study was conducted at SDN 434 Kalimbubu, Kabupaten Luwu, with 12 fourth-grade students as research participants. Data were collected through observation, learning achievement tests, and documentation, and analyzed using descriptive quantitative techniques based on average scores and classical learning mastery percentages. The findings revealed that the implementation of the Snowball Throwing learning model assisted by Smart Box media significantly improved students’ participation and learning outcomes. Teacher activity implementation increased from 57.14% in Cycle I to 94.64% in Cycle II, while student learning activity improved from 35.41% to 89.58%. Students’ average learning achievement score increased from 71 in Cycle I to 83 in Cycle II, with classical learning mastery improving from 41% to 91%. The findings indicate that interactive cooperative learning supported by Smart Box media successfully created a more active, collaborative, enjoyable, and student-centered learning environment. The novelty of this study lies in the integration of the Snowball Throwing cooperative learning model with Smart Box interactive media in Islamic Religious Education learning at the elementary school level. This study contributes theoretically to the development of innovative instructional strategies in Islamic education and practically provides teachers with an effective alternative learning model to enhance students’ participation, motivation, collaboration, and academic achievement.
Improving Islamic Education Learning Outcomes through the Course Review Horay Model: A Classroom Action Research in Elementary School Ratnawati; Al Hamdany, M. Zuljalal; Bungawati
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1404

Abstract

This study aims to analyze the effectiveness of the Course Review Horay (CRH) learning model in improving students’ learning outcomes in Islamic Religious Education and Character Education at SDN 16 Sampoddo. The study also seeks to examine the influence of the CRH model on students’ classroom participation, motivation, and collaborative learning engagement during the instructional process. This research employed Classroom Action Research (CAR) using the Kemmis and McTaggart cyclical model consisting of planning, acting, observing, and reflecting stages. The study was conducted in two cycles involving 23 fourth-grade students of class IVB at SDN 16 Sampoddo. Data were collected through observation, interviews, tests, and documentation. Qualitative data were analyzed through data reduction, data display, and conclusion drawing, while quantitative data were analyzed using descriptive statistics, percentage analysis, and normalized gain analysis to determine students’ learning improvement. The findings revealed that the implementation of the Course Review Horay learning model significantly improved students’ learning outcomes and classroom participation. In the pre-cycle stage, the average student score was only 36 with a classical mastery percentage of 26%. After implementing the CRH model in Cycle I, the average score increased to 73 with a mastery percentage of 52%. In Cycle II, the average score improved further to 81 with a classical mastery percentage reaching 86%. Additionally, students demonstrated higher motivation, greater self-confidence, more active classroom participation, and improved collaborative interaction during learning activities. The novelty of this study lies in the integration of joyful cooperative learning strategies within Islamic Religious Education at the elementary school level, emphasizing not only cognitive achievement but also emotional engagement and collaborative participation. This study contributes theoretically to the development of innovative Islamic education learning models and practically provides teachers with an effective instructional alternative for creating interactive, student-centered, and meaningful learning environments.
Internalizing Tarbawi Hadith Values Through Father Involvement: Strengthening Children’s Character Formation and Learning Motivation in Islamic Education Usep Malik Haerudin; Anidah Inayah
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1405

Abstract

This study examines the internalization of tarbawi hadith values through father involvement in strengthening children’s character formation and learning motivation within Islamic education. The purpose of this study is to analyze how fathers implement prophetic educational values in family-based education through their roles as role models, motivators, spiritual guides, supervisors, and protectors. This study also seeks to explore the relevance of father involvement in addressing contemporary moral and educational challenges among children in the digital era. This research employed a qualitative approach using the library research method. Data were collected from the Qur’an, tarbawi hadiths, classical Islamic educational literature, scientific journal articles, books, and other relevant academic sources discussing Islamic parenting, father involvement, character education, and learning motivation. The collected data were analyzed using descriptive qualitative analysis and thematic content analysis to identify conceptual relationships between prophetic educational values and paternal educational practices. The findings reveal that father involvement has a significant influence on children’s moral, spiritual, emotional, and academic development. Fathers who consistently demonstrate exemplary conduct, emotional support, spiritual guidance, and compassionate supervision contribute positively to children’s character formation, self-confidence, discipline, religious awareness, and learning motivation. The study further indicates that educational methods rooted in tarbawi hadith values (habituation, dialogue, appreciation, and role modeling) are effective in internalizing Islamic values within children’s daily lives. The novelty of this study lies in its integration of prophetic educational values derived from tarbawi hadiths with contemporary discussions on father engagement and Islamic parenting. This study contributes theoretically to the discourse of Islamic education by reconstructing fatherhood as a transformative educational practice grounded in spiritual, moral, and emotional dimensions within contemporary Muslim families.
Evaluating Islamic Religious Education Programs Through the Cronbach Decision-Oriented Model: Implications for Instructional Effectiveness Siti Nur Hasanah; Sofiatil Aliyah; Moh. Sahlan; Mundir; Sofyan Hadi
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1409

Abstract

This study aims to evaluate the effectiveness of Islamic Religious Education programs through the Cronbach decision-oriented evaluation model and to examine how evaluation findings contribute to instructional improvement and educational decision-making. The study was conducted at SMA Negeri 1 Kencong and SMA Negeri 2 Jember using a qualitative multi-site evaluative research design. Data were collected through observations, semi-structured interviews, and documentation analysis involving school principals, Islamic Religious Education teachers, curriculum coordinators, and students. Data analysis employed the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, conclusion drawing, and cross-site analysis. The findings indicate that Islamic Religious Education programs in both schools were generally implemented systematically through structured instructional planning, religious culture development, and classroom-based evaluation practices. However, evaluation systems remained predominantly focused on cognitive assessment and administrative reporting, while affective, spiritual, and behavioral dimensions were not yet evaluated comprehensively. The study further found that institutional culture, reflective learning interaction, and the integration of evaluation findings into instructional supervision significantly influenced instructional effectiveness and students’ moral-spiritual development. Moreover, the utilization of evaluation findings for sustainable educational decision-making and long-term program improvement remained relatively limited. The novelty of this study lies in the application of the Cronbach decision-oriented evaluation model within Islamic Religious Education using a qualitative multi-site approach integrating input, process, output, and outcome dimensions comprehensively. This study contributes theoretically to the development of Islamic educational evaluation studies and practically provides recommendations for strengthening holistic, reflective, and evidence-based evaluation systems within contemporary Islamic education.
Prophetic Da’wah and Community Development: Muhammad Abdullah Muchtar’s Empowerment Model at SPMAA Ibrahim Hafidhson Muchtar
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1416

Abstract

This study examines how Muhammad Abdullah Muchtar’s prophetic thought shapes the design, implementation, and scalability of a community development-based da’wah model at Sumber Pendidikan Mental Agama Allah (SPMAA). The study seeks to explain how the principle of khidmah lil-ummah (service to humanity) is institutionalized into educational, social welfare, and environmental programs and how these programs align with community development principles. This research employed a qualitative biographical study design grounded in an interpretivist paradigm. Data were collected from January to March 2026 through documentary analysis of SPMAA’s organizational guidelines, institutional publications, program documents, and founder-related texts. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing. The findings were interpreted through the lens of Ife and Tesoriero’s community development framework, particularly the dimensions of participation, empowerment, and sustainability. The findings reveal that khidmah lil-ummah functions as the normative architecture of SPMAA’s institutional design, shaping program priorities, organizational culture, and community engagement strategies. The education domain demonstrates the strongest alignment with community development principles through its vertically integrated educational pathway, generating long-term empowerment and sustainability outcomes. The social welfare domain exhibits strong participation and social inclusion but only moderate empowerment due to its emphasis on rehabilitation and assistance. The environmental domain shows the weakest alignment, reflecting a gap between strong theological commitment and limited programmatic infrastructure. Furthermore, SPMAA’s expansion across approximately 117 locations and 3,000 members indicates that prophetic-value-driven institutions can achieve geographical scalability without losing normative coherence. This study introduces a Founder-Centered Prophetic Da’wah Framework, demonstrating how a founder’s ethical vision becomes institutionalized into a sustainable community empowerment model. The study advances Islamic da’wah scholarship by moving beyond program-oriented analysis toward a founder-centered perspective and enriches community development theory by demonstrating the structural convergence between Islamic prophetic ethics and community development principles.

Page 16 of 16 | Total Record : 158

 12   13   14   15   16 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 3 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 3 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 2 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2024): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2024): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2023): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 4 No. 1 (2023): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2022): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2022): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2021): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2021): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2020): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2020): AL-ADABIYAH: Jurnal Pendidikan Agama Islam More Issue