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Jurnal Tarbiyatuna
Published by Universitas Muhammadiyah Magelang
ISSN : 25794981     EISSN : 20860889     DOI : 10.31603/tarbiyatuna
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Aim Tarbiyatuna is a scientific journal and research results in the field of Islamic education managed by the Faculty of Islamic Studies, Universitas Muhammadiyah Magelang. This journal is published twice a year and it is a tool for researchers, academics and practitioners interested in the field of Islamic Education and wishes to channel their thoughts and findings. Scope: Islamic Education Thought Islamic Education Management Islamic Education Policy Issues Islamic Education Islamic Education Philosophy Basic Islamic Education Islamic Religious Education Islamic Education Curriculum
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol 16 No 2 (2025)" : 8 Documents clear
Muhammadiyah amid Global Ideological Currents: An Analysis of Responses to Right-Wing, Left-Wing, and Post-Truth Ideologies Miswanto, Agus; Muthahhari, Alfa Nejatullah; Nugroho, Irham; Solikhah, Norma Dewi
Jurnal Tarbiyatuna Vol 16 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v16i2.12904

Abstract

The rise of global ideological polarization, marked by the strengthening of right-wing and left-wing ideologies as well as the spread of post-truth narratives, poses significant challenges to religious organizations in maintaining ideological moderation and social cohesion. This study examines Muhammadiyah’s responses to these global ideological currents and analyzes its position in navigating ideological contestation in the contemporary era. Employing a qualitative approach with a literature-based and thematic analysis, this study draws on Muhammadiyah’s official documents, organizational decisions, intellectual discourses, and relevant scholarly literature. The findings indicate that Muhammadiyah responds to ideological polarization through a framework of critical centrism, grounded in the principles of Islam Wasathiyah, tajdid (renewal), and the Manhaj Tarjih methodology. This approach enables Muhammadiyah to critically engage with both right-wing exclusivism and left-wing secularism while resisting the epistemic distortions characteristic of the post-truth era. Rather than adopting rigid ideological positions, Muhammadiyah promotes a balanced, rational, and ethical Islamic perspective that emphasizes social justice, democratic values, and religious moderation. The study highlights Muhammadiyah’s role as a mediating force in Indonesia’s religious and ideological landscape and underscores its contribution to fostering constructive public discourse amid global ideological turbulence.
Teacher Spirituality Assessment in Developing Character-Oriented Educators: A Systematic Literature Review Muwaffaq, Abdullah; Usman, Errina; Irwanto, Moch. Surya Hakim; Siswoyo, Selina Rahmawati; Aswati, Ani Tuti; Maulana, Hamdu; Masor, Satiya
Jurnal Tarbiyatuna Vol 16 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v16i2.13530

Abstract

This study aims to systematically review the literature on teacher spirituality assessment and its role in developing character-oriented educators. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Relevant articles published between 2020 and 2025 were retrieved from Scopus and Google Scholar and selected through identification, screening, eligibility, and inclusion stages. The analysis reveals that teacher spirituality assessment plays a crucial role in supporting the formation of teachers’ professional character. Four core dimensions of teacher spirituality grounded in the Qur’anic perspective were consistently identified across the literature: hablum minallah (relationship with God), hablum minan naas (relationship with others), hablum minal alam (relationship with nature), and hablum minan nafs (relationship with oneself). These dimensions highlight that teacher character development is closely linked to spiritual awareness that integrates personal, social, environmental, and transcendental aspects. The findings suggest that spirituality assessment should be implemented as a continuous and reflective process to support sustainable character education among teachers. This review provides a conceptual foundation for developing contextually relevant teacher spirituality assessment frameworks in educational settings.
Social Capital–Based Edupreneurship in Arabic Language Education: A Case Study of SmartKids Tutoring Center in Kedungringin Village A'yun, Siska Qurrota; Rohmah, Lailatu; Shodiq, Muhammad Jafar; Azzahra, Talitha Rahma; Fitri Aeni, Azizah Nur
Jurnal Tarbiyatuna Vol 16 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v16i2.13798

Abstract

Edupreneurship has emerged as an alternative approach to sustaining educational services, particularly in non-formal learning contexts. This study aims to analyze the implementation of social capital–based edupreneurship in Arabic language education at the SmartKids tutoring center in Kedungringin Village. Employing a qualitative case study design, data were collected through in-depth interviews, participant observations, and documentation. The data were analyzed using thematic analysis to identify key patterns in the utilization of social capital. The findings reveal that SmartKids Bimbel successfully integrates social capital into its educational practices through three main forms: bonding social capital among tutors and learners, bridging social capital through collaboration with parents and community members, and linking social capital through engagement with local institutions. These forms of social capital contribute to the sustainability of Arabic language learning programs, strengthen community trust, and enhance learners’ motivation and participation. The study highlights that social capital–based edupreneurship can serve as an effective model for developing community-oriented Arabic language education in non-formal settings. The findings provide practical implications for educators and educational entrepreneurs seeking to integrate social capital into innovative and sustainable educational practices.
School Culture and Its Role in Shaping Students’ Religious Attitudes: A Case Study at SMA Nurul Islam Bekasi Puadah, Popi; S, R.Kukun Agung; Rosyada, Dede; Harun, Hanifah Musa Fathullah
Jurnal Tarbiyatuna Vol 16 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v16i2.14028

Abstract

This study aims to examine the role of school culture in shaping students’ religious attitudes at SMA Nurul Islam Bekasi. A qualitative approach with a case study design was employed. Data were collected through classroom and school observations, in-depth interviews with teachers, students, and school staff, as well as document analysis of school policies and religious programs. The data were analyzed using NVivo software to identify emerging themes and patterns. The findings reveal that school culture plays a significant role in fostering students’ religious attitudes through the internalization of religious routines, teacher role modeling, religiously grounded social interactions, and a supportive school environment. These cultural elements contribute to the holistic development of students’ religious attitudes, encompassing cognitive, affective, and behavioral dimensions. The study highlights that the formation of students’ religious attitudes is not solely determined by formal religious instruction, but is strongly influenced by a consistently cultivated and sustainable school culture. The findings offer practical implications for schools in strengthening character education through the development of a religious school culture.
Curriculum Reformulation in the Integrated Islamic School Network of Pariaman City as a Foundation for Implementing the Seven Habits of Outstanding Indonesian Children Saputra, Aldi; Ritonga, Mahyudin; Syakban, Ismail
Jurnal Tarbiyatuna Vol 16 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v16i2.14679

Abstract

Curriculum plays a strategic role in shaping students’ competencies and character. Integrated Islamic Schools (Sekolah Islam Terpadu, SIT), as flexible educational institutions, have the potential to integrate Islamic values with national character education programs, including the Seven Habits of Outstanding Indonesian Children (T7K). This study aims to (1) analyze the curriculum structure of the Integrated Islamic School Network (JSIT) in Pariaman City in accommodating the principles of T7K, (2) identify factors contributing to the low level of T7K integration, and (3) formulate a curriculum model that remains consistent with Islamic identity. The study employed a qualitative approach using Design-Based Research (DBR), with data collected through observations, in-depth interviews, and document analysis. Data were analyzed using the Miles and Huberman interactive model. The findings indicate that the JSIT curriculum in Pariaman combines the national curriculum, Ismubaris, integrated curriculum, and diniyah programs. However, the implementation of T7K remains limited due to parents’ insufficient understanding, weak coordination among human resources, limited facilities, and the lack of specialized teacher training. The proposed curriculum reformulation emphasizes strengthening the boarding school model, enhancing teachers’ capacity through T7K-based training, and promoting active parental involvement through structured parenting programs. These findings highlight the importance of collaboration among schools, families, communities, and government institutions in developing a holistic Islamic curriculum that aligns with national policies while sustaining Islamic educational values.
HOTS-Based Learning Methodology Innovation in Islamic Religious Education: A Case Study at State Senior High School 1 Karanganyar Nashir, Muhammad Jafar; Wardani, Anita; Intan Apriliani, Elina; Zahiri, Muhammad
Jurnal Tarbiyatuna Vol 16 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v16i2.14987

Abstract

The development of Higher Order Thinking Skills (HOTS) has become a key priority in contemporary Islamic Religious Education (IRE) to foster students’ critical, analytical, and reflective thinking. This study aims to examine the innovation of HOTS-based learning methodologies in Islamic Religious Education at State Senior High School 1 Karanganyar. Employing a qualitative case study approach, data were collected through classroom observations, in-depth interviews with teachers and school leaders, and document analysis of lesson plans and instructional materials. The data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings indicate that HOTS-based learning in IRE is implemented through problem-based learning, contextual learning activities, open-ended questioning, and reflective discussions that actively engage students in higher-level cognitive processes. However, the implementation faces several challenges, including teachers limited pedagogical competence in HOTS-oriented instruction, constraints in learning time allocation, and students varied academic readiness. Despite these challenges, HOTS-based methodology innovation contributes positively to improving students’ critical thinking, learning engagement, and conceptual understanding in Islamic Religious Education. This study highlights the importance of continuous professional development and institutional support in strengthening HOTS-based pedagogical practices in secondary Islamic education.
Digital Learning Fatigue and Academic Motivation in Students at Ahmad Dahlan University Yogyakarta Masduki, Yusron; Johari, Mohd Erfino
Jurnal Tarbiyatuna Vol 16 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v16i2.15261

Abstract

Digital learning environments have become an integral part of higher education; however, prolonged exposure to online platforms and digital devices increases the risk of digital learning fatigue among university students. This study investigates the effects of digital learning fatigue on academic motivation and learning engagement among undergraduate students at Ahmad Dahlan University, Yogyakarta. Employing a quantitative explanatory design, data were collected from 300 students and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). Three latent variables were examined: Digital Learning Fatigue (DLF), Academic Motivation (AM), and Learning Engagement (LE). The measurement model demonstrated strong convergent and discriminant validity, with high composite reliability across all constructs. Structural model analysis revealed that digital learning fatigue had a significant negative effect on academic motivation (β = –0.41, p < 0.001), while academic motivation had a strong positive effect on learning engagement (β = 0.58, p < 0.001). The direct effect of digital learning fatigue on learning engagement was negative but not statistically significant (β = –0.12, p = 0.060). Mediation analysis confirmed a significant indirect effect of digital learning fatigue on learning engagement through academic motivation (β = –0.24, p < 0.001), indicating full mediation. These findings suggest that students’ learning engagement declines not directly due to digital fatigue, but because fatigue undermines their academic motivation. The study highlights the central role of motivational processes in sustaining student engagement within digital learning contexts and offers implications for designing supportive and sustainable online learning environments in higher education.
Mapping Joyful Art Learning Strategies to Strengthen Students’ Deep Understanding in Elementary Schools Prasetyo, Alfian Eko Widodo Adi; Setyaningrum, Ikha Sulis; Wulandari, Dewi; Budy, Elinta
Jurnal Tarbiyatuna Vol 16 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v16i2.15389

Abstract

Developing students’ deep understanding through meaningful learning experiences requires instructional approaches that are both engaging and emotionally supportive. This study aims to map the implementation of joyful art learning strategies in elementary schools and analyze how such strategies contribute to students’ deep understanding. A descriptive qualitative approach was employed, involving classroom observations, teacher interviews, and document analysis of instructional materials. The data were analyzed through thematic coding to identify patterns in learning activities and their cognitive implications. The findings reveal that joyful art learning is implemented through experiential activities, creative exploration, collaborative tasks, and reflective discussions, which encourage students to express ideas, interpret meaning, and construct conceptual understanding. These strategies were found to strengthen deep understanding by promoting active engagement, imagination, and higher-level cognitive processes. However, the implementation still faces challenges, including insufficient learning time, limited art learning facilities, and variability in teachers’ pedagogical competence. This study highlights the importance of integrating joyful learning principles into art education to create emotionally supportive learning environments and to enhance cognitive depth in elementary students.

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