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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 153 Documents
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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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