cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adi Wibowo
Contact Email
attarbiyatjurnal@gmail.com
Phone
+6281330287245
Journal Mail Official
attarbiyatjurnal@gmail.com
Editorial Address
Kampus IAI An-Nawawi Purworejo, Jl. Ir. H. Juanda No 1 Gebang Purworejo, Jawa Tengah Indonesia
Location
Kab. purworejo,
Jawa tengah
INDONESIA
Jurnal At-Tarbiyat : Jurnal Pendidikan Islam
Published by Institut Agama Islam An-Nawawi Purworejo
ISSN : 26555255     EISSN : 26552736     DOI : 10.37758/jat
Core Subject : Religion, Education,
Religion Education
The journal focuses its scope on the issues of Islamic Education in Indonesia. Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 63 Documents
 3   4   5   6   7 
Integration Of Existential Intelligence And Levels Of Intellect In Strengthening Spirituality Through Islamic Education Abu Darda; Sayyida Nafisa Al-Razi
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i1.425

Abstract

Islamic education learning in various educational institutions generally tends to focus on cognitive aspects and memorization, making it less effective in fostering students’ spirituality in a more profound and meaningful way. Although the concepts of existential intelligence and the levels of intellect have been widely discussed separately, there remains a gap in integrating both as a foundation for a holistic Islamic education learning model. This study uses the library research. The data was collected through a review of primary sources such as Howard Gardner's works Frames of Mind: The Theory of Multiple Intelligences, Intelligence Reframed: Multiple Intelligences for the 21st Century, and Ibn Sina's work An-Nafs. Secondary sources came from various journals, books, and scientific articles discussing existential intelligence and levels of Intellect. This study referred to Krippendorf's content analysis principles. The results of this study indicate that the integration of these two concepts results in a model of Islamic education learning that not only emphasizes cognitive understanding but also encourages reflection on the meaning of life, the strengthening of intellect, and the holistic development of students’ spirituality. This model is expected to assist students in developing a profound sense of spirituality and in internalizing and applying Islamic teachings in their daily lives.
Transformation of Islamic Religious Education Learning in Facing the Challenges of the Society 5.0 Era Moh Khoirul Fatihin; Mukmin Mukmin; Muhammad Hilmii Al Fathoni
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i1.428

Abstract

This study aims to analyze the transformation of Islamic Religious Education (PAI) in the Society 5.0 era in enhancing the quality of learning in higher education and to examine students’ readiness to adopt digital technology in the learning process. This study employed a qualitative approach with a field research design conducted at private universities in East Kalimantan. Data were collected through interviews, observations, and documentation, and analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings indicate that the transformation of PAI based on Society 5.0 has been initiated through the integration of digital technology in the learning process while maintaining spiritual and humanistic values. Students demonstrate a good level of readiness in adopting digital technology, reflected in their ability to adapt to digital learning platforms and utilize technology as a learning medium. Furthermore, the successful implementation of this transformation requires strong synergy among lecturers, institutions, and policymakers, particularly in enhancing human resource capacity and providing adequate infrastructure. This study implies the importance of developing adaptive PAI learning models that integrate digital innovation with Islamic values to produce competitive and well-characterized graduates.
Intuition as an Epistemological Foundation in Islamic Educational Management: A Systematic Literature Review M. Fadli Al Azhari; Athok Fuadi
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i1.431

Abstract

This study aims to examine intuition as an epistemological foundation in Islamic educational management through a Systematic Literature Review (SLR) approach. This study is motivated by the dominance of rational-empirical approaches in educational management, which tend to ignore the intuitive dimension as a source of knowledge. However, in Islamic epistemology, intuition (irfani) holds equal standing with revelation (bayani) and reason (burhani). This study analyzed 25 articles published between 2010 and 2025 from the Scopus database and accredited national journals, with a selection process using the PRISMA framework. The results indicate that intuition, from an Islamic perspective, is an integrative form of knowledge, combining cognitive and spiritual dimensions. Intuition plays a crucial role in ethical decision-making, spiritual leadership, and innovation under conditions of uncertainty. However, its use cannot be separated from validation mechanisms through consideration, empirical data, and alignment with Islamic values ​​to avoid subjective bias. This study contributes by offering an integrative model that positions intuition as a structured epistemological component in Islamic educational management. These findings provide theoretical implications in the development of modern Islamic epistemology as well as practical implications for educational leaders in value-based decision making.
The Effect of Project-Based Learning Integrated with Window-Shopping Strategy on EFL Students' Speaking Skills, Motivation, and Anxiety: A Quasi-Experimental Study Edi Suyanto; Annur Rofiq; David Imamyartha; Budi Setyono; Siti Masrifatul Fitriyah
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i1.435

Abstract

English speaking ability is an important skill in a global context, but it remains a major challenge for EFL students due to low motivation and high levels of communication anxiety. Therefore, innovative learning strategies are needed to address these issues. This study aims to analyze the effect of project-based learning integrated with window-shopping strategies on EFL students' speaking skills, motivation, and anxiety. This study used a quantitative approach with a quasi-experimental design in the form of a pre-test–post-test control group design involving 60 students as samples, who were divided into an experimental group and a control group. Data analysis techniques used instrument validity and reliability tests, normality and homogeneity tests, and hypothesis testing through paired sample t-tests and independent sample t-tests with the help of SPSS. The results showed that there was a significant increase in speaking skills (Sig. = 0.000), an increase in learning motivation (Sig. = 0.000), and a decrease in anxiety (Sig. = 0.000) in the experimental group compared to the control group, so that all research hypotheses were accepted. Thus, it can be concluded that the integration of Project-Based Learning and window-shopping strategies is effective in improving EFL students' speaking and affective skills. This research contributes to the development of innovative interaction- and collaboration-based learning models and has practical implications for teachers in creating more communicative and student-centered learning.
Reconstruction of PAI Learning Strategies Based on a Humanistic Approach in Forming the Spiritual Attitudes of Santri at the Tahfidz Islamic Boarding School Jihaduddin Akbar Auladi; Yahdinil Firda Nadiroh; Helnanelis; Fitri Hilmiyati
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i1.437

Abstract

The transformation of education in the digital era demands that Islamic Religious Education (PAI) learning is not only oriented towards mastering religious knowledge, but also capable of forming students' spiritual attitudes holistically. However, PAI learning strategies in various Islamic educational institutions still tend to be teacher-centered and emphasize cognitive aspects, so that the process of internalizing spiritual values ​​has not been optimal. This study aims to reconstruct a PAI learning strategy based on a humanistic approach in shaping the spiritual attitudes of students at the Tahfidz Bani Amir Islamic Boarding School. The study used a qualitative approach with a case study design. Data were obtained through participatory observation, semi-structured interviews, and documentation studies of boarding school caretakers, ustadz, ustadzah, and students selected using a purposive sampling technique. Data analysis was carried out interactively through the stages of data condensation, data presentation, and conclusion drawing. While data validity was tested through source triangulation, technical triangulation, and member checking. The results of the study indicate that the reconstruction of Islamic Religious Education (PAI) learning strategies based on a humanistic approach is built through the integration of five main components, namely learning planning oriented towards spiritual development, student-centered learning, empathetic interpersonal relationships between teachers and students, the habituation of religious culture in Islamic boarding school life, and continuous character evaluation. This strategy has been proven to be able to increase religiosity, discipline in worship, gratitude, responsibility, empathy, and tolerance of students. This study contributes to the development of a conceptual framework for Islamic Religious Education (PAI) learning strategies based on a humanistic approach that strengthens the integration of humanistic theory with the Islamic boarding school education system. These findings imply the importance of reconstructing Islamic Religious Education (PAI) learning that is more participatory and oriented towards the formation of spiritual character. Further research is recommended to test this model on various types of Islamic boarding schools and levels of Islamic education using a mixed approach to obtain a more comprehensive implementation model.
Digital Transformation in Islamic Education Management in the Era of Society 5.0 Sindy Rahmawati; Bunyamin
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i1.447

Abstract

Digital transformation in Islamic education management has become an increasingly important issue in the Society 5.0 era because the development of digital technology not only affects administrative and learning systems but also brings changes to organizational culture, leadership patterns, and the integration of Islamic values ​​in educational governance. This study aims to analyze digital transformation in Islamic education management, identify challenges and opportunities for its implementation, and explain the social, cultural, and pedagogical implications that arise in the process of digitalizing Islamic education in the Society 5.0 era. The study used a qualitative approach with the Systematic Literature Review (SLR) method. Data were obtained from various national and international journal articles relevant to the research topic through documentation techniques and literature selection based on specific inclusion criteria. Data analysis was conducted using narrative thematic analysis by identifying key themes related to management digitalization, digital leadership, learning transformation, digital literacy, and the integration of Islamic values. The results show that digital transformation in Islamic educational institutions is taking place gradually and is still dominated by administrative-operational aspects, such as the digitalization of academic services, finance, and management information systems. The success of digital transformation is greatly influenced by the quality of digital leadership, human resource readiness, digital literacy, and support from institutional infrastructure and policies. The study also found a digital divide between regions, differences in adaptation between generations of educators, and the suboptimal integration of Islamic values ​​into formal digital systems. These findings contribute to the development of digital-based Islamic education management studies by emphasizing the importance of a human-centered approach that integrates technology, Islamic ethics, and pedagogical innovation in a balanced manner. The study concluded that the digital transformation of Islamic education requires a holistic, inclusive, and values-based strategy to sustainably address the challenges of Society 5.0. Future research is recommended to use a field approach to explore the empirical experiences of Islamic education actors in greater depth.
Negotiated Readiness: A Phenomenological Study of PAI Teachers' Sense-Making of AI-Gamification in Qur'anic Learning Nursani Awal Artha Nugraha; Mokh. Iman Firmansyah; Risris Hari Nugraha
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i1.450

Abstract

Research on teacher readiness for AI-gamification in Islamic education has predominantly treated readiness as a static, measurable condition, systematically misreading principled pedagogical conditionality as technological resistance. This study reconceptualises readiness as an active negotiation process by investigating how five lower-secondary Islamic Religious Education (PAI) teachers in Bandung and Cimahi, Indonesia, make sense of AI-gamification as a pedagogical possibility in Qur'anic learning. Employing secondary qualitative analysis through Interpretative Phenomenological Analysis (IPA; J. A. Smith et al., 2009), semi-structured interview transcripts were analysed idiographically before cross-case patterns were constructed via a four-stage double hermeneutic procedure. Analysis generated five superordinate themes: readiness as an ongoing negotiation trajectory; Qur'anic pedagogical identity as an actively maintained boundary; adoption conditions as expressions of pedagogical competence rather than resistance; the institutional ecosystem as a negotiation field beyond teachers' control; and teachers as moral agents directing technology. These themes converge to suggest that what instrumentalist frameworks read as adoption barriers may be more productively understood as epistemic maturity. From this foundation, the study proposes the Negotiated Readiness framework as an epistemological complement to TPACK, TAM, and Organisational Readiness Theory, articulated through four dimensions: temporal processualism, identity-embeddedness, conditional competence, and ecosystemic boundedness. Findings call for a fundamental reorientation of PAI teacher professional development — from generic vocational instruction towards domain-specific, negotiation-aware capacity building.
Character Formation through Islamic Religious Education: Integrating Role Modeling, Habituation, Contextual Learning, and Educational Technology in an Indonesian Madrasah Sita Acetylena; Muhammad Zaironi
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i1.451

Abstract

This study examines how character formation is implemented through Islamic Religious Education (PAI) by integrating role modeling, habituation, contextual learning, and educational technology in an Indonesian madrasah. Using a qualitative case study approach at MTs Al-Khoirot Malang, data were collected through classroom observations, interviews with teachers and school leaders, and documentation of learning activities. Data were analyzed thematically to identify patterns in character education practices. The findings reveal three main outcomes. First, an integrated character education model emerges, combining teacher role modeling, religious habituation, contextual learning, and technology use. Teachers exemplify ethical behavior, while routine practices such as congregational prayers and greeting culture reinforce moral consistency. Contextual learning links Islamic values to students’ daily lives, and digital media enhances engagement. Second, the study highlights the development of an Islamic moral school ecology, characterized by a supportive religious environment, respectful interactions, and collective worship that strengthen value internalization. Third, integrating contextual learning and technology increases student participation and deepens understanding of ethical teachings, positioning technology as a pedagogical reinforcement for character education.
Exclusivism, Inclusivism, and Pluralism in Islam: An Epistemological Analysis and Its Relevance to Religious Moderation in the Digital Age Moh. Imron
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i1.455

Abstract

Religious pluralism in modern multicultural societies raises epistemological debates regarding exclusivism, inclusivism, and pluralism in Islam. Previous studies have tended to address religious pluralism in normative and descriptive terms, and thus have not yet comprehensively examined the epistemological contradictions between these paradigms in the context of the digital age. This study aims to analyze the epistemological differences among these three paradigms and formulate a model of religious practice relevant to contemporary society. The research employs a qualitative approach based on a literature review using the Systematic Literature Review (SLR) method and thematic analysis of various academic sources related to religious pluralism, Islamic education, and religious moderation. The results indicate that exclusivism is oriented toward truth absolutism, pluralism tends toward religious relativism, while the inclusive-contextual paradigm emerges as the most adaptive approach because it can proportionally integrate doctrinal commitment, social tolerance, humanistic dialogue, and digital moderation. This study offers an inclusive-contextual model as a synthesis between exclusive absolutism and pluralistic relativism in addressing the challenges of a multicultural society and digital disruption. These findings contribute to the development of Islamic education, digital da’wah, and the strengthening of religious moderation in contemporary Indonesia.
Strengthening Students' Mental Resilience and Character in the Era of Digital Disruption through the Al-Khidmah Dzikir Assembly Fatikhul Anwarul Umam; Khotimah Suryani; Mokhamad Ali Musyafa
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i1.462

Abstract

The era of digital disruption presents various challenges for students, not only in academic aspects but also in character building and mental resilience. The intense use of digital technology, academic pressure, and various rapid social changes have the potential to increase stress, anxiety, and weaken the internalization of character values ​​among students. Therefore, an educational approach is needed that is not only oriented towards intellectual development, but also able to strengthen the spiritual and psychological dimensions of students. This study aims to analyze the role of Majlis Dzikir Al-Khidmah in building mental resilience and character of students in the era of digital disruption. The study used a qualitative approach with a case study design conducted at the Islamic University of Darul Ulum (UNISDA) Lamongan. Data were collected through in-depth interviews, participatory observation, and documentation involving supervisory lecturers, Majlis Dzikir Al-Khidmah administrators, and active student participants. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña through the stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that the Al-Khidmah Dhikr Assembly plays an effective role in internalizing the values ​​of religiosity, istiqamah, discipline, responsibility, humility, patience, and social concern through a continuous spiritual habituation process. Furthermore, student involvement in the dhikr assembly contributes to strengthening mental resilience, characterized by increased emotional regulation, reduced overthinking, increased inner peace, and the ability to deal with academic pressure more adaptively. These findings expand the study of spirituality-based character education by demonstrating that collective dhikr practices function not only as a medium for moral formation but also as a mechanism for strengthening students' mental resilience. This study concludes that the Al-Khidmah Dhikr Assembly is a relevant spiritual education model in supporting student character development and mental health in the digital era. Further research is recommended to use a mixed methods approach and involve a broader scope of research to test the effectiveness of this model in various higher education contexts.

Page 6 of 7 | Total Record : 63

 3   4   5   6   7 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 1 (2026): Transformation of Islamic Education: Character, Moderation, and Learning Innova Vol. 8 No. 3 (2025): Digital Cultural Transformation and Islamic Character Education Vol. 8 No. 2 (2025): Innovation in Learning and Children's Mental Health