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Irham Nugroho
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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 160 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.
Global Trends in Design Thinking Research in Education: A Bibliometric Analysis with Implications for Islamic Education (2015–2025) Kustiarini; Sarwi; Rusilowati, Ani; Ratna Dewi, Novi
Jurnal Tarbiyatuna Vol. 17 No. 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/ab81k443

Abstract

This study aims to map global research trends in Design Thinking in education and examine their implications for Islamic education using a bibliometric approach. A total of 511 Scopus-indexed journal articles published between 2015 and 2025 were analyzed using VOSviewer. The analysis examined publication trends, co-authorship networks, citation networks, international collaboration, and keyword co-occurrence. The findings indicate a substantial increase in Design Thinking publications after 2018, reaching a peak in 2023. Despite this growth, scholarly collaboration remains fragmented, with only a small proportion of authors participating in interconnected research networks. The journal Sustainability emerged as the leading publication source, while international research collaboration remained concentrated in Global North countries.Keyword analysis identified seven thematic clusters, revealing a shift from empathy- and cognition-oriented studies toward collaborative pedagogy, digital learning, and educational innovation. These findings suggest that Design Thinking has evolved into a pedagogical approach that supports learner-centered and value-based education. For Islamic education, these findings provide conceptual insights into strengthening collaboration, problem-solving, character education, and social responsibility through innovative learning practices. This study provides a comprehensive bibliometric mapping that may serve as a reference for future research and for the contextual development of Design Thinking in Islamic education
Internalizing Religious Moderation through the Hidden Curriculum: A Case Study of an Indonesian Madrasah Pramana Aji, Arif; Santoso, Budi; Andri Pramita, Roni; Artikasari Arifin, Liana; Anakotta, Raisa
Jurnal Tarbiyatuna Vol. 17 No. 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/v3x87z02

Abstract

Religious moderation has become a strategic priority in Islamic education, as madrasahs are expected to cultivate students who are tolerant, inclusive, and socially responsible. Although previous studies have emphasized formal religious instruction, the contribution of the hidden curriculum to fostering religious moderation remains underexplored. This study aims to examine how the hidden curriculum facilitates the internalization of religious moderation in an Indonesian madrasah. Using an interpretive qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, teachers, boarding school supervisors, and students. The data were analyzed through coding, categorization, interpretation, and triangulation to identify patterns of value internalization. The findings reveal that religious moderation is internalized through three interconnected stages: value transformation, value transaction, and value transinternalization. These stages are manifested through teacher role modelling, school culture, collective worship, boarding school life, and students' daily social interactions, fostering tolerance, mutual respect, responsibility, and inclusiveness. The study concludes that the hidden curriculum serves as a strategic mechanism for strengthening religious moderation by integrating moderate Islamic values into students' everyday educational experiences. These findings contribute to the discourse on Islamic education by demonstrating that the hidden curriculum provides a practical framework for promoting religious moderation in madrasahs.
Madrasah Culture and Students' Religious Attitudes: A Socio-Religious Ecosystem Perspective Martani, Edi; Subiyantoro; Yusril Muna, Muhammad
Jurnal Tarbiyatuna Vol. 17 No. 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/0s53bj68

Abstract

This study examines how madrasah culture shapes students' religious attitudes through everyday institutional practices. Although previous studies have highlighted the importance of religious instruction and school culture, the cultural mechanisms through which religious values are internalized remain underexplored. This study investigates how madrasah culture functions as a socio-religious ecosystem in fostering students' religious attitudes. This study employed an intrinsic qualitative case study design. Data were collected through semi-structured interviews with 17 participants, including the headmaster, four Islamic Education teachers, and twelve students at MIN 1 Magelang, complemented by institutional document analysis. The data were analyzed using thematic analysis involving data condensation, coding, category development, and theme construction. The findings reveal that madrasah culture operates through the interaction of cultural artifacts, espoused values, and underlying assumptions. These cultural dimensions are internalized through habituation, teacher modeling, and collective social legitimization. These processes cultivate a religious habitus reflected in students' discipline in worship, moral conduct, and spiritual awareness. The study concludes that students' religious attitudes are shaped not only through formal religious instruction but also through the socio-religious ecosystem embedded in everyday madrasah life.
Pedagogical Transformation of Qur'an-Hadith Learning Across Madrasah Levels Hakim, Abdul; Fauziyah, Debibik Nabilatul; Bariah, Oyoh; Ellias, Mohd Sobri bin
Jurnal Tarbiyatuna Vol. 17 No. 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/30z5dp54

Abstract

Qur'an-Hadith learning in Indonesian madrasas continues to face pedagogical challenges, particularly due to the dominance of memorization-oriented instruction and the limited implementation of student-centered learning. This study aimed to examine the pedagogical transformation of Qur'an-Hadith learning across three levels of madrasah education (MI, MTs, and MA) by identifying instructional practices and the pedagogical challenges encountered by teachers. This study employed a qualitative multi-site comparative design involving 18 Qur'an-Hadith teachers from six madrasas. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed thematically using NVivo. The findings reveal a gradual pedagogical transformation across educational levels. Learning at the MI level remains predominantly memorization-based. At the MTs level, teachers increasingly adopt interactive and deep-learning approaches, whereas at the MA level, they emphasize contextual, student-centered learning supported by digital technology. Across all levels, the major challenges include students' varying levels of Qur'anic literacy, limited learning environments, and teachers' readiness to integrate technology into instruction. These findings indicate that Qur'an-Hadith pedagogy in madrasas is evolving from traditional teacher-centered practices toward more contextual and learner-centered approaches. This study contributes to contemporary Islamic education by providing comparative insights into pedagogical transformation that can inform curriculum development and teacher professional development in madrasas.
Aesthetic Discipline and Creative Development: A Calligraphy-Based Intervention in Teacher Education Mareza, Lia; Nugroho, Agung; Fukui, Masanori
Jurnal Tarbiyatuna Vol. 17 No. 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/7syrte25

Abstract

Preparing teachers who are creative, reflective, and ethically grounded remains a major challenge in teacher education. This study examined the effectiveness of an Islamic calligraphy-based learning program in fostering creativity and professional character among pre-service elementary teachers. A quasi-experimental pretest-posttest control group design was employed with 60 participants, comprising 30 students in the experimental group and 30 in the control group. The experimental group participated in an eight-session Islamic calligraphy program, whereas the control group received conventional visual arts instruction. Creativity was assessed across four dimensions fluency, flexibility, originality, and elaboration while professional character was measured through discipline, perseverance, responsibility, reflective awareness, and aesthetic sensitivity. Data were analyzed using paired-sample and independent-sample t-tests, effect size analysis, and Pearson correlation analysis. The findings showed that participants in the experimental group demonstrated significantly greater improvements in creativity and professional character than those in the control group. The largest gains were observed in originality, elaboration, discipline, and perseverance. Creativity was also positively associated with professional character development. These findings suggest that Islamic calligraphy can serve as an effective aesthetic pedagogical approach to fostering creativity and professional character in teacher education.
Implementing a Coding-Based Learning Approach to Strengthen Students' Numeracy Literacy in Madrasah Ibtidaiyah Saputra, Eddy; Ali, Nur; Riyanto, Agus; Ozalp, Hasan
Jurnal Tarbiyatuna Vol. 17 No. 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/bp5d4264

Abstract

Students' numeracy literacy remains a significant challenge in Madrasah Ibtidaiyah, partly because classroom instruction is still predominantly teacher-centered and many teachers have limited experience in integrating coding into their teaching practices. This study aimed to explore the implementation of a coding-based learning approach to strengthen students' numeracy literacy in two Madrasah Ibtidaiyah in East Jakarta. A qualitative descriptive design was employed, involving 20 teachers from MIN 13 and MIN 18 in East Jakarta. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the Miles and Huberman interactive model with the support of MAXQDA software. The findings indicate that coding-based learning fostered more interactive and problem-oriented classroom practices, enhanced teachers' instructional capacity, and increased students' engagement in numeracy learning. Teachers reported that coding activities promoted logical reasoning, systematic thinking, and contextual problem-solving skills, thereby contributing to improved numeracy literacy. The study concludes that a coding-based learning approach offers a promising pedagogical strategy for strengthening numeracy literacy in Madrasah Ibtidaiyah while supporting the integration of digital competencies into Islamic primary education.
Az-Zaitun Sharia People's Market as a Grassroots Model of Halal Education in Indonesia: A Systems-Based Maqashid Perspective Miswanto, Agus; Siti Fatimah; Anwar, Syamsul
Jurnal Tarbiyatuna Vol. 17 No. 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/cxs54z02

Abstract

This study examines the Az-Zaitun Sharia People's Market in Surabaya as a grassroots model of halal education through the lens of Jasser Auda's systems-based maqashid framework. Using a qualitative socio-legal case study, data were collected from field observations, an interview with the market manager, previous empirical studies, and halal regulatory documents. The findings indicate that the market promotes halal education by integrating halal commodities, honest transactions, accurate weighing, cleanliness, smoke-free norms, and ethical pricing into everyday trading practices. However, several challenges remain, including selective halal certification, inconsistent sanitation, limited compliance with smoke-free regulations, inadequate metrology supervision, and weak institutional collaboration with halal authorities. The study concludes that community-based halal education is most effective when local cultural practices are integrated with formal halal governance, thereby strengthening participatory halal assurance and fostering sustainable Islamic educational values within public economic spaces.

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