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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 181 Documents
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The School-Based Jumat Berkah Program as a Reward-Based Strategy for Developing Students' Religious Character Sheylla Putri Shafrilla; Dhita Ayomi Purwaningtyas
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (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.v7i4.1452

Abstract

Developing students' religious character requires educational strategies that extend beyond religious instruction to foster the internalization of religious values through sustainable behavioral change. This study aims to examine the implementation of the school-based Jumat Berkah program as a reward-based strategy for developing students' religious character, analyze the role of rewards in facilitating religious character formation, and identify the supporting factors and challenges influencing the program's implementation at SMA Negeri 3 Pariaman. This study employed a descriptive qualitative approach using field research. Data were collected through participant observation, semi-structured interviews, and document analysis involving nine purposively selected informants, including the program initiator, an Islamic Religious Education teacher, homeroom teachers, and students. Data credibility was ensured through source and method triangulation, while data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings indicate that the Jumat Berkah program effectively develops students' religious character by integrating exemplary practices, religious habituation, positive reinforcement, and school culture. Rewards function primarily as initial positive reinforcement that encourages participation in religious activities before gradually facilitating the transition from extrinsically motivated behavior to intrinsically regulated religious commitment. The program also enhances students' worship consistency, social responsibility, discipline, and religious awareness. Its effectiveness is supported by teacher role modelling, continuous habituation, active involvement of the school community, and sustainable charity management, while uneven religious awareness, family and social environments, and technical constraints remain significant challenges. This study introduces an integrated perspective demonstrating that reward-based reinforcement functions as a transitional mechanism that supports the internalization of religious character through continuous habituation within school culture rather than merely encouraging short-term behavioral compliance. The study extends the application of behavioral reinforcement theory in Islamic education by proposing an integrated model that combines positive reinforcement, exemplary practices, religious habituation, and school culture as complementary strategies for sustainable religious character development.
Character Formation through Islamic Religious Education Teachers' Roles: A Qualitative Study of Students' Responsibility Andri; Indah Muliati
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (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.v7i4.1453

Abstract

This study aims to explore how Islamic Religious Education (Pendidikan Agama Islam dan Budi Pekerti [PAI BP]) teachers cultivate students' responsibility by examining the multiple professional roles they perform during classroom instruction and character education. The study addresses the limited understanding of responsibility formation as a dynamic educational process rather than as the outcome of isolated instructional strategies. This research employed a qualitative approach using a single-case study design conducted at SMP Negeri 1 Kecamatan Situjuah Limo Nagari, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis involving one Islamic Religious Education teacher and twenty junior high school students selected through purposive sampling. The data were analysed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing, while trustworthiness was ensured through triangulation, prolonged engagement, and member reflection. The findings revealed that students' responsibility was cultivated through six interconnected teacher roles: educator, role model, motivator, evaluator, mediator, and facilitator. These roles operated synergistically through classroom habituation, exemplary behaviour, motivational support, formative assessment, mediation of Islamic values, and student-centred learning experiences. Responsibility emerged not merely from moral instruction but from continuous interactions and authentic educational practices embedded in everyday school life. Unlike previous studies that examined teachers' roles separately, this study conceptualizes responsibility formation as a multifaceted character-building process in which multiple professional roles interact dynamically to foster students' responsibility within Islamic Religious Education. This study enriches the literature on character education by proposing an integrated conceptual framework that combines character education, social learning, and sociocultural perspectives. The findings also provide practical implications for teachers, school leaders, and policymakers in designing more comprehensive and sustainable character education programmes.
Constructing Qur'anic Personality in Tere Liye's Janji: A Critical Discourse Analysis through Van Dijk's Socio-Cognitive Framework Kholisah Mardhiyah; Muhammad Yusuf
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (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.v7i4.1454

Abstract

This study examines how Qur'anic personality is discursively constructed in Tere Liye's novel Janji and clarifies its relevance to Islamic Religious Education (PAI). It moves beyond identifying religious values to explain how language, narrative organisation, cognition, and social context produce a model of Muslim moral identity. The study employed a qualitative interpretive design using Teun A. van Dijk's socio-cognitive Critical Discourse Analysis. The complete novel constituted the primary corpus, while narrative passages, dialogues, character actions, and episodes served as analytical units. Data were coded using Nawawi's indicators of Qur'anic personality and examined through macrostructure, superstructure, microstructure, social cognition, and social context. Credibility was supported by theoretical and source triangulation, intercoder checking, reflexive memos, and an audit trail. Qur'anic personality is constructed through three mutually reinforcing relationships: with Allah, the self, and other people. Faith, tawakkul, gratitude, repentance, and steadfastness provide spiritual orientation; patience, courage, intelligence, optimism, and emotional regulation form ethical self-governance; and honesty, trustworthiness, democratic attitudes, care, and generosity translate morality into social responsibility. These dimensions operate dynamically through conflict, reflection, transformation, and prosocial action. The study integrates Nawawi's normative typology with van Dijk's socio-cognitive framework and proposes a relational-discursive model comprising spiritual anchoring, ethical self-governance, and social responsibility. It advances Islamic literary and discourse studies by explaining how Qur'anic identity is legitimised through narrative and offers a critical foundation for using fiction as a contextual, supplementary PAI resource for reflective moral and character education without claiming untested effects on students' character development outcomes.
Internalizing Qur’anic Values through Tilawah Instruction: Implications for Students’ Learning Interest in an Indonesian Qur’anic Boarding School Resti Julia; Oktari Kanus
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (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.v7i4.1455

Abstract

This study investigated the Qur’anic values internalized through tilawah instruction, the pedagogical and institutional strategies used to cultivate them, and their perceived implications for students’ learning interest at Thariqul Jannah Qur’anic Boarding School, Indonesia. A descriptive qualitative field design was employed. Data were generated through in-depth interviews with 12 purposively selected participants—one administrator, one tilawah teacher, and ten students—supported by participant observation and institutional documentation. Data were analysed iteratively through reduction, thematic display, conclusion development, and verification. Trustworthiness was strengthened through source and method triangulation, member checking, persistent observation, and an audit trail. Three interconnected value dimensions emerged: i‘tiqādiyyah, comprising sincerity and gratitude; khuluqiyyah, encompassing humility, respectful attentiveness, and teacher role modelling; and ‘amaliyyah, reflected in trustworthiness, recitational accuracy, patience, and perseverance. These values were cultivated through talaqqi, halaqah, corrective feedback, habituation, emotional support, spiritual guidance, appreciation, home practice, and consistent educator modelling across transformation, transaction, and transinternalization stages. Students perceived these processes as supporting enjoyment, attention, curiosity, confidence, persistence, and active participation, although experiences varied and no causal effect was established. The study conceptualizes tilawah as a relational-spiritual pedagogy rather than merely technical or aesthetic recitation training and proposes a mechanism connecting value meaning, relational safety, competence-supporting feedback, and engagement. The findings extend research on Qur’anic education by explaining how values, pedagogy, institutional culture, and teacher–student relationships interact in a nonformal setting, offering a context-sensitive framework for designing holistic tilawah programs while avoiding unsupported claims of effectiveness for comparable Qur’anic learning institutions elsewhere.
Cultivating Students’ Worship Discipline through Mutāba’ah Yawmiyyah: A Qualitative Case Study of School–Family Collaboration in an Indonesian Islamic Junior High School Fauzia Ramadhani; Budi Santoso Wibowo
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (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.v7i4.1457

Abstract

This study examines how Mutāba’ah Yawmiyyah cultivates worship discipline among Grade VIII students at SMP IT Dar El-Iman Padang by investigating its implementation, supporting and constraining conditions, and the role of homeroom teachers in school–family collaboration. A qualitative case-study design involved 15 participants comprising the principal, special-program coordinator, homeroom teachers, students, and parents. Data were generated through semi-structured interviews, non-participant observations, and analysis of monitoring books, worship recapitulations, and school documents. Data were analyzed through condensation, coding, thematic categorization, display, and conclusion verification. Credibility was strengthened through source and method triangulation. The program operated through an interconnected cycle of daily recording, parental verification, teacher review, feedback, and follow-up guidance. It supported worship regularity and personal responsibility, but outcomes varied from administrative compliance to behavioral habituation and emerging spiritual awareness. Implementation was strengthened by parental role modeling, school religious routines, teacher guidance, and school–family communication, but constrained by inconsistent monitoring, delayed record completion, uneven parental involvement, difficulty sustaining voluntary worship, and dependence on external reminders. Homeroom teachers acted as guides, evaluators, and intermediaries between school and home. The study distinguishes record completion, behavioral consistency, personal responsibility, and spiritual internalization and proposes a four-stage process: external structuring, socially supported repetition, reflective self-monitoring, and religious internalization. It reconceptualizes Mutāba’ah Yawmiyyah as a collaborative formative mechanism rather than a worship checklist and recommends autonomy-supportive guidance that gradually shifts students from monitored compliance toward meaningful religious self-regulation while protecting privacy and respecting different family capacities and student development.
Hybrid Learning in Islamic Religious Education for Generation Z: An Integrative Literature Review Basuki; Ahd. Mujahid
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (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.v7i4.1458

Abstract

This study examines how hybrid learning can be conceptually designed for Islamic Religious Education to address the diverse characteristics of Generation Z while preserving moral, spiritual, and character-forming objectives. An integrative literature review was conducted using publications retrieved from Scopus, Web of Science, Education Resources Information Center, Dimensions, and supplementary Google Scholar searches covering 2004–2026. Eligible empirical, theoretical, and review studies were appraised and analyzed through qualitative content analysis and thematic synthesis. The review identified five interdependent domains: enabling conditions, instructional-design principles, learning processes, mediating roles, and multidimensional outcomes. The findings show that purposeful integration of face-to-face, synchronous, and asynchronous activities is more consequential than the quantity or sophistication of technology. Flexibility supports learning only when accompanied by instructional structure, teacher guidance, student self-regulation, equitable access, and institutional support. Cognitive learning does not automatically generate moral or spiritual development; value internalization requires reflection, modelling, authentic application, and sustained interaction. The study challenges technologically deterministic and homogeneous “digital native” assumptions about Generation Z and introduces spiritual-reflective presence as an extension of teaching, social, and cognitive presence in hybrid-learning environments. The resulting evidence-informed framework connects technological affordances with Islamic pedagogy, teacher mediation, learner readiness, and cognitive, affective, social, moral, and spiritual outcomes. It provides theoretically testable propositions and a foundation for expert validation, design-based implementation, mixed-method evaluation, and longitudinal research across different Islamic educational settings. It also offers practical guidance for teacher development and inclusive institutional planning.
Entrepreneurship Education through Pesantren-Based Business Units: A Case Study of Female Vocational High School Students at Al-Faruqi Islamic Boarding School Yazid Umar Nasution; Aidatul Husnah; Adinda Salsabilah Lubis
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (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.v7i4.1459

Abstract

This study examined how entrepreneurship education was implemented through pesantren-based business units for female vocational high school students at Al-Faruqi Islamic Boarding School and explored the educational role attributed to these units by a key institutional stakeholder. An exploratory qualitative single-case study was conducted using a semi-structured interview with the coordinator of both the vocational school and pesantren business units. The transcript was examined through reflexive thematic analysis focusing on program planning, implementation, evaluation, and perceived student outcomes. The business units served dual institutional and educational functions by supporting pesantren operations while connecting the Fashion and Culinary Arts programs with production, business management, public marketing, and collaboration among students, teachers, and alumni. Program evaluation primarily involved resolving scheduling conflicts between entrepreneurial, academic, vocational, and religious activities. The informant associated student participation with vocational skill application, budgeting ability, opportunity recognition, independence, entrepreneurial aspirations, and selected alumni businesses. These outcomes represent stakeholder perceptions rather than independently verified effects. The study conceptualizes the pesantren-based business unit as a potential entrepreneurial learning ecosystem in which vocational learning, institutional enterprise, religious formation, and female students’ participation intersect. It also demonstrates that concrete business participation alone does not establish a complete experiential learning process without structured reflection, feedback, conceptualization, and assessment. The study extends entrepreneurship education research into a female vocational pesantren context and provides a framework for strengthening program design through explicit learning outcomes, progressive responsibilities, reflective activities, gender-responsive mentoring, competency-based assessment, systematic evaluation, multisource evidence, and longitudinal tracking.
Internalizing Worship Discipline through Voluntary Fasting on Mondays and Thursdays: A Case Study at Surau Bansa Qur’anic Learning Center Salmaa Zainabila; Fakhriyah Annisa Afroo
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (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.v7i4.1460

Abstract

This study examined how voluntary fasting on Mondays and Thursdays was implemented at Surau Bansa Qur’anic Learning Center and how participating children, parents, and the teacher perceived its contribution to worship discipline. It also identified conditions supporting and constraining participation. A qualitative descriptive single-case design was employed from June to July 2026. Participants were one teacher, ten children aged 8–15 years, and five parents selected purposively because of their direct involvement in the program. Data were generated through non-participant observation, semi-structured interviews, and document analysis. Following the interactive model of qualitative analysis, data were condensed, displayed, coded, compared across sources, and interpreted through conclusion drawing and verification. Trustworthiness was supported through source, method, and time triangulation. The program connected WhatsApp reminders, parental assistance with the pre-dawn meal, afternoon Qur’anic learning, Thursday collective fast-breaking, congregational Maghrib and Isha prayers, teacher role-modeling, peer companionship, and rewards. Participants perceived development in punctuality, consistency in fasting and daily prayer, honesty, responsibility, and emotional regulation. These patterns were uneven and remained influenced by adult reminders, rewards, family routines, physical capacity, school schedules, missed pre-dawn meals, non-fasting peers, and exposure to the Free Nutritious Meals program. Rather than treating repeated fasting as automatic internalization, this study shows that worship discipline is negotiated across institutional, familial, peer, and school environments. The study proposes a distributed support model of religious habituation in which a non-formal Islamic institution, families, peers, and digital communication jointly sustain children’s worship practices. It offers context-sensitive guidance for designing voluntary, developmentally appropriate, and non-coercive religious programs. These findings clarify the distinction between observable compliance and personally endorsed commitment.
An Integrated Islamic Edupreneurship Model for the Economic Independence of Islamic Educational Institutions Finka Oktaviana Putri; Lidia Astuti; Muhammad Sidiq Purnomo; Adi Nur Ali
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (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.v7i4.1463

Abstract

This study aims to develop an Integrated Islamic Edupreneurship Model (IIEM) explaining how Islamic spiritual values, creativity, innovation, and edupreneurship interact to strengthen the economic independence of Islamic educational institutions without compromising their educational, religious, and social missions. An integrative literature review was conducted using 56 publications retrieved from Scopus, Web of Science, Google Scholar, and Garuda, covering studies published between January 2015 and July 2026, while retaining seminal earlier works. The literature was critically evaluated and analyzed through qualitative content analysis, deductive and inductive coding, thematic synthesis, cross-study comparison, and conceptual integration. The findings indicate that economic independence cannot be achieved merely through revenue growth or business-unit development. Instead, it emerges from a value-governed process in which tawhid establishes institutional purpose, amanah reinforces accountability, siddiq ensures truthfulness, ihsan promotes excellence, and maslahah directs activities toward educational and social benefit. These values guide creativity in generating contextually relevant ideas, innovation in implementing and institutionalizing those ideas, and edupreneurship in organizing productive activities, partnerships, digital services, and resource mobilization. It also identifies leadership, organizational capacity, and stakeholder participation as important contextual conditions. The originality of IIEM lies in positioning spiritual values as an active governance mechanism rather than an ethical addition, while distinguishing creativity as idea generation, innovation as implementation, edupreneurship as an institutional mechanism, and economic independence as a multidimensional outcome. The study contributes a dynamic framework incorporating feedback, mission protection, stakeholder accountability, and balanced financial, educational, ethical, and social performance indicators. It provides a theoretical basis for future empirical validation and practical guidance for Islamic educational institutions seeking diversified income, institutional resilience, improved educational quality, and sustainable community welfare.
A Qualitative Content Analysis of Norm-Violating TikTok Content by Selected West Sumatran Creators: Islamic Ethical and Minangkabau Cultural Perspectives Syafrianda; Rido Putra
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (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.v7i4.1464

Abstract

TikTok has become an influential space in which individual self-presentation, algorithmic visibility, religious norms, and local cultural identities are negotiated. This study aims to identify forms of norm-violating TikTok content associated with selected West Sumatran creators and interpret them through Islamic ethics and the Minangkabau framework of Sumbang Duo Baleh. It employed directed qualitative content analysis of a bounded, purposively selected corpus of publicly accessible videos, documented TikTok Live segments, captions, audiovisual features, and relevant comment threads uploaded during 2024-2025 and collected between February and June 2026. Data were documented digitally, coded through theory-informed and context-sensitive categories, and analyzed using the interactive stages of data condensation, data display, and conclusion verification. The findings identified three case-based clusters: coarse or sexually suggestive speech, including bacaruik; dance performances involving movement, dress, or visual framing considered inconsistent with selected standards of propriety; and sexually suggestive TikTok Live interactions. Islamic ethical analysis connected these practices with responsible speech, protection of dignity, modesty, and appropriate public interaction. Minangkabau cultural analysis related them to Sumbang Kato, Sumbang Pakai, Sumbang Mancaliak, Sumbang Bagaua, and Sumbang Duduak. Audience comments revealed competing interpretations rather than a uniform communal response. The study's originality lies in integrating two mutually reinforcing but analytically distinct normative frameworks: Islamic ethics emphasizes individual moral accountability, whereas Sumbang Duo Baleh adds contextual propriety and relational responsibility toward family, kin, and nagari. This study contributes a culturally situated framework for digital content analysis and supports the development of platform-aware, ethically responsible, and culturally sensitive digital literacy without claiming prevalence, creator motivation, algorithmic causation, or audience effects. It also identifies priorities for comparative, audience-based, and participatory future research.

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