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Tunjuk Ajar: Journal of Education and Culture
Published by Jambi Tuah Tengganai Foundation
ISSN : -     EISSN : 31108083     DOI : https://doi.org/10.64929/ta.v1i2.32
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Tunjuk Ajar: Journal of Education and Culture focuses on the intersection of education and culture in local, national, and global contexts. The journal highlights the contextualization of education in multicultural and digital societies, and the role of cultural heritage in shaping educational development. The scope of the journal includes, but is not limited to: teaching methods and learning innovation, curriculum design and development, educational policy, management, and evaluation, multicultural and digital education, language, literature, and cultural studies in education, traditions, arts, history, and local wisdom related to educational practices and character building
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
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The Influence of Living Qur’an of the Formation of Generation Z’s Religious Identity Kuliyatun; Teguh Luhuringbudi; Panggih Abdiguno; Yahya Komarudin; Dewi Nita Utami; Mowafg Abrahem Masuwd
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 1 (2025): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i1.6

Abstract

This study sets out to examine the influence of the Living Qur'an on the formation of Generation Z's religious identity, focusing on how these teachings are internalised through social interactions. The main objective of the study was to explore the relationship between religious activities and religious identity among the younger generation. Data were collected through a questionnaire distributed to 203 respondents, consisting of various educational backgrounds. The analytical methods employed included Social Identity Theory, Symbolic Interaction Theory, and Theory of Religious Socialization, which provided an in-depth perspective on the findings. The results indicated that 55.7% of respondents regarded religious activities in madrasahs as having a very strong influence on their daily lives.This study offers novel insights into Islamic studies, underscoring the significance of contextual religious education that fosters active participation. The study's limitations, which include a limited sample size, are discussed, and suggestions for future research are provided, including a broader exploration of social and technological factors in the formation of religious identity in the modern era.
Democratic Leadership and IMTAQ: Strengthening Islamic Culture at MAN 2 Muaro Jambi, Indonesia Dinda Atika; M. Gazali; Khairun Najib; Ismail Yau Abubakar
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 1 (2025): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i1.17

Abstract

Social transformation and technological advancement present significant challenges for madrasah institutions in preserving their Islamic identity and fostering student character development. One strategic approach involves strengthening Islamic culture through effective madrasah leadership and structured developmental programs. This study aims to analyze the role of democratic leadership exercised by madrasah principals in cultivating Islamic culture through the Faith and Piety Program (Program Iman dan Taqwa/IMTAQ) at Madrasah Aliyah Negeri 2 Muaro Jambi, Indonesia. The research employs a descriptive qualitative approach with data collection techniques including in-depth interviews, participant observation, and document analysis. Informants comprise the madrasah principal, teachers responsible for program activities, and selected students. Data analysis was conducted through stages of reduction, presentation, and conclusion drawing. The findings demonstrate that democratic leadership enables active participation of teachers and staff in the planning, implementation, and evaluation of the IMTAQ Program. Core activities include dhuha prayer, congregational dzuhur prayer, recitation of Surah Yasin, religious talks (kultum), and memorization of prayers and short verses, which consistently foster worship discipline and student religiosity. Supporting factors encompass collaboration among all madrasah community members and the availability of worship facilities, while primary obstacles include time constraints and diverse religious backgrounds among students. These findings reinforce the theoretical framework that democratic leadership plays a strategic role in shaping school culture based on Islamic values. Research implications include the necessity of integrating similar programs into national education policy to strengthen Islamic character education, serving as a practical leadership model for other Islamic educational institutions.
The Influence of Islamic Character Education Implementation on Students’ Mental Health Helsa Nasution; M. Agung Rahmadi; Luthfiah Mawar; Nurzahara Sihombing; Ismail Saleh Lubis
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 1 (2025): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i1.18

Abstract

Abstract: This study explores the impact of Islamic character education implementation on students’ mental health through a structural equation modeling (SEM) approach. By analyzing meta-data from 38 studies involving a total of 12,467 respondents, the results reveal a significant correlation between Islamic character education and mental health (r = 0.72, p < 0.001). Furthermore, structural model analysis indicates that Islamic character education has a direct effect on mental health (β = 0.58, p < 0.001) and an indirect effect through emotion regulation (β = 0.32, p < 0.01), yielding a total effect of 0.67. Additionally, invariance testing confirms that the model remains consistent across different age groups and genders (CFI = 0.94, RMSEA = 0.048). The SEM results validate the theoretical model’s fit (χ² = 312.45, df = 145, p < 0.001; GFI = 0.93; NFI = 0.92; TLI = 0.95). These findings extend the studies of Naqiyah (2022) and Khodijah et al. (2024), which previously only highlighted direct relationships without considering mediation variables. Furthermore, unlike the study by Yahaya et al. (2012), which found a moderate effect (β = 0.41), this research uncovers a more substantial and comprehensive impact by identifying emotion regulation as a key mediator. Lastly, the findings emphasize that integrating Islamic values into character education plays a crucial role in enhancing students’ mental health and provides new insights for developing Islamic values-based educational strategies.
Discovery Learning for Islamic Education Improvement: Evidence from Jambi Junior High School, Indonesia Reza Wahyu Saputra; M. Tantowi
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 1 (2025): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i1.19

Abstract

Learning outcomes among students in Islamic Religious Education (IRE) and Character Education at Junior High School Students at State Junior High School (SMPN) 7 Jambi City remain suboptimal, with the majority of students failing to achieve the Minimum Mastery Criteria (MMC). This condition indicates the necessity for innovative pedagogical models that can enhance students’ active engagement and foster profound conceptual understanding. This study aims to analyze the implementation of the discovery learning model in IRE and Character Education instruction and its impact on improving student learning outcomes. The research employed a Classroom Action Research (CAR) design conducted over two cycles with ninth-grade students at SMPN 7 Jambi City, involving 32 participants. Each cycle encompassed planning, implementation, observation, and reflection phases. Data were collected through teacher and student observation sheets, learning outcome assessments, and documentation, subsequently analyzed descriptively using percentages and mean scores. The findings demonstrate enhanced teacher and student activities, progressing from “good” in Cycle I to “excellent” in Cycle II, accompanied by an increased percentage of students achieving MMC. These findings indicate that the implementation of discovery learning contributes positively to enhancing student engagement and learning outcomes in IRE and Character Education subjects. The contribution of this research lies in providing empirical evidence regarding the effectiveness of discovery learning within the context of religious education in secondary schools, which can serve as a reference for teachers, curriculum developers, and policymakers in designing more interactive and student-centered learning strategies.
Building Brand Image through Innovative Principal Leadership: A Case Study of State Junior High School 35, Tebo, Indonesia Rizky Amelia Hasibuan; Boby Yasman Purnama
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 1 (2025): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i1.20

Abstract

Increasing competition among junior high schools necessitates that principals employ innovative strategies to establish a positive brand image State Junior High School 35 in Tebo Regency faces persistent challenges, including declining new student enrollment over the past three years, limited facilities and infrastructure, and a less strategic location. This study analyzes the principal’s innovative leadership in enhancing brand image, examines supporting and inhibiting factors, and evaluates innovation effectiveness. Using a qualitative descriptive method, data were gathered through observation, interviews with the principal, vice principals, and teachers, and document analysis, followed by thematic analysis to identify innovation patterns and influencing factors. Findings indicate that innovations include improving academic and non-academic achievements, upgrading facilities and infrastructure, implementing a Green School program, promoting active–creative–enjoyable learning, integrating educational technology, digitalizing school promotion, and fostering alumni development to secure admission to prestigious higher-level schools. These initiatives have positively influenced the school’s image but remain constrained by budget limitations, inadequate internet connectivity, and modest student numbers. Supporting factors comprise the principal’s commitment and active participation from the school community, while obstacles involve limited resources, suboptimal facilities, and location disadvantages. Overall, innovative leadership strengthens brand image but has not fully reversed declining enrollment. The study recommends enhanced local government support through improved infrastructure, expanded digital promotion, and leadership innovation training for schools in rural or remote areas. This innovation model offers a practical framework for other schools confronting similar contextual constraints in building a competitive brand image.
Barriers in Inclusive Mathematics Learning for Students with Special Educational Needs Tia Agnesa; Laura Tisya Yordani; Khairunnisa Eka Permata Sari; Dela Devita; Yunita Widia Putri
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 2 (2025): DECEMBER
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.26

Abstract

Inclusive mathematics education aims to ensure that students with special educational needs (SEN) have equal learning opportunities alongside their peers. However, its implementation still faces multidimensional barriers, including limited teacher competence, rigid curriculum, low student motivation and self-concept, restricted use of assistive technology, communication challenges, classroom management difficulties, and the absence of shadow teachers. This study seeks to identify these barriers while offering a conceptual framework mapping the relationships between barriers and potential solutions. The methodology employed is a PRISMA-guided systematic literature review (SLR), analyzing 12 selected articles from an initial pool of 147 obtained from Scopus, Google Scholar, and DOAJ (2021-2025). Findings reveal that these barriers are interrelated, reinforcing one another and exacerbating learning difficulties. The novelty of this study lies in the development of a barrier-solution conceptual framework and the application of a more transparent review method with critical appraisal. Policy and practice implications highlight the urgency of continuous inclusive teacher training, adaptive curriculum design based on Universal Design for Learning, integration of assistive technology, provision of shadow teachers, and affective strategies to strengthen SEN students’ confidence. These findings provide a foundation for future interventions and inclusive education policies in Indonesia and beyond.
Contextualizing Islamic Marital Values in the Digital Age: A Study of Religious Education Among Indonesian Youth Fitri Liza; Achmad Yani; Tri Gunawan; Wilnan Fatahillah
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 2 (2025): DECEMBER
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.30

Abstract

This study explores the interpretation of Fiqh al-Munākaḥāt by students of State Islamic Senior High Schools (Madrasah Aliyah Negeri) as a form of early sex education in the digital era, along with its implications for contemporary Islamic jurisprudence. Using a qualitative approach, data were collected from 112 students in Buleleng and Jakarta through online questionnaires and document analysis. Data analysis was conducted in three stages: reconciliation, presentation of patterns, and meaning construction. The theoretical framework integrates Habermas’s post-secular theory, Badran’s Islamic gender discourse, and Campbell’s concept of digital religion. The findings show that 78.6% of respondents acknowledge the significant influence of digital media on their understanding of Islamic marriage norms, while 61.6% find technology helpful in understanding related legal concepts. The integration of post-secular perspectives reveals religion’s relevance in modern public spaces. Islamic gender discourse provides insights into the evolution of gender roles among Muslim youth, while digital religion explains how religious authority and moral reasoning are mediated by online platforms in marital matters. This study introduces ‘digital fiqh’ as a new academic concept that reconceptualizes the understanding and practice of Islamic law within digitally-mediated religious spaces. Further research is recommended through longitudinal and comparative studies to understand the long-term impact of digitalization and to develop the framework of digital fiqh in contemporary Islamic legal studies.
Bridging Cultures in the Digital Era: Pedagogical Strategies for a Culturally Responsive Classroom Mahbub Zuhri; Naser Ali Abdulghani; Muhammad Sularno; Mujhid Budi Luhur; RM. Imam Abdillah
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 2 (2025): DECEMBER
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.31

Abstract

This qualitative case study investigates culturally responsive digital pedagogical practices in a multicultural Indonesian high school. Through semi-structured interviews, participatory observation, and document analysis involving three teachers and twelve students, the study reveals three core patterns of culture-technology integration: (1) contextual learning designs that incorporate local wisdom, (2) dialogic and egalitarian digital interactions, and (3) affirmation of cultural identity in digital learning spaces. The findings underscore that the success of digital pedagogy depends not on technological sophistication, but on the teacher’s role as a cultural mediator and facilitator of reflective dialogue. This study contributes to the global discourse on culturally responsive digital pedagogy by offering empirical evidence from the underrepresented Indonesian context and proposing an initial conceptual model relevant to Southeast Asian socio-cultural settings. The model emphasizes contextual design, reflective dialogue, and identity affirmation as foundational pillars. Practical implications highlight the need for teacher professional development programs focused on digital-cultural competencies and equitable infrastructure policies to support inclusive digital transformation. The study also aligns with Indonesia’s Merdeka Curriculum and national digitalization initiatives, advocating for pedagogy that harmonizes technology with local cultural values.
Love-Based Curriculum: Integrating Islam, Humanism, and Local Wisdom in Madrasas Abdulnasir Dhaw Alsayd; Imam Rusdi; Amin Muhtar; Nur Setyaningrum
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 2 (2025): DECEMBER
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.32

Abstract

This article develops an integrative conceptual model of a Love-Based Curriculum for madrasas, founded on Islamic values, humanistic principles, and Indonesian local wisdom. Using a literature study with philosophical-analytical analysis, the research maps the concept of love from three perspectives: the transcendental-moral (Islamic), psychological-interpersonal (humanistic), and socio-cultural (local wisdom). These perspectives are synthesized and integrated into four curriculum components: objectives, content, learning strategies, and evaluation. The results indicate that this synthesis yields a curriculum framework that is both theoretically robust and contextually applicable in madrasa settings. Additionally, the study proposes a love-based character evaluation rubric to assess students' affective development. The model's theoretical implications include redefining the teacher's role as a character facilitator, enhancing value-based supervision systems, and informing more humanistic Islamic education policies. The article concludes by recommending empirical testing of the model through practice-based research in madrasas.
Integrating Islamic Ethical Principles into AI Education and Character Building in Digital Society Yahya Shaykh Ahmad; Yusuf Abdulrasaq; Ali Miqdad Ali; Farman Ali
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 2 (2025): DECEMBER
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.38

Abstract

The rapid evolution of artificial intelligence (AI) presents unprecedented ethical challenges concerning fairness, transparency, and privacy in digital societies. While the global discourse on AI ethics has proliferated, it remains predominantly shaped by secular Western-centric frameworks, creating a significant gap in pluralistic and culturally grounded ethical perspectives. This conceptual study addresses this gap by systematically exploring how the rich ethical tradition of Islam can provide a robust normative framework for enhancing the moral capabilities of AI. Employing a qualitative hermeneutic methodology, the research analyzes primary Islamic sources (the Qur’an and Sunnah) alongside classical and contemporary scholarship to articulate three cardinal ethical principles: 'adl (comprehensive justice), transparency rooted in amanah (sacred trust), and privacy as ḥurma (inviolable right). The findings demonstrate that these principles offer direct, actionable guidance to rectify prevalent AI ethical failures, including algorithmic bias, opaque decision-making, and exploitative data practices. Moreover, this study emphasizes the integration of these principles into AI education and character building, proposing curriculum models that cultivate ethical awareness, digital citizenship, and moral responsibility. By translating timeless Islamic ethics into contemporary technical and educational imperatives, this paper contributes a vital, culturally resonant perspective to the global AI ethics dialogue, advocating for interdisciplinary collaboration between AI developers, policymakers, and Islamic ethicists to foster equitable, transparent, and human-centered AI systems.

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