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Adi Wibowo
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Kampus IAI An-Nawawi Purworejo, Jl. Ir. H. Juanda No 1 Gebang Purworejo, Jawa Tengah Indonesia
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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 70 Documents
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Transforming Quranic Learning in Islamic Boarding Schools through the Visual, Auditory, and Kinesthetic-Based Wafa Method Listyamarta Furwaningsih; Syamsul Arifin; Azid Syukroni
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.99i1.464

Abstract

This study examines the ability to read the Quran correctly according to Tajwid rules as a fundamental competence that every student must possess. However, constraints such as fatigue from conventional methods and differing initial abilities often become obstacles. This research aims to analyze the effectiveness of implementing the Wafa method in improving the Quran reading quality of students at Al-Madinah Islamic Boarding School in Ponorogo. This research employs a qualitative approach with a case study design. Data were collected through observations, in-depth interviews, and documentation. The results show that the Wafa method is effective in improving the Quran reading quality of students, particularly in the accuracy of makharijul huruf (letter articulation) pronunciation, understanding of Tajwid rules, and reading fluency (fashahah). This improvement is supported by the use of a right-brain-based approach combined with Hijaz rhythm and multisensory learning involving visual, auditory, and kinesthetic aspects. This approach can create a more interesting learning atmosphere, thereby reducing the fatigue level of students during the learning process. The implementation of the Wafa method is carried out through a 5P learning cycle that includes opening, experience, teaching, assessment, and closure systematically. The successful implementation of this method is also supported by the presence of certified educators, as well as daily monitoring and periodic evaluations to objectively track student progress. In addition to providing an impact on improving the ability to read the Quran, this research also found positive influences on the psychological aspects of students, such as increased self-confidence, learning motivation, and emotional closeness to the Quran. Nevertheless, the implementation of the Wafa method still faces several obstacles, including student fatigue due to dense activities in the boarding school, difficulties in adapting to the use of Hijaz rhythm for new students, and limitations in facilities and learning funding. Overall, the Wafa method proves to be an effective Quran learning innovation because it not only improves reading quality technically but also contributes to character building and strengthening the emotional attachment of students to the Quran.
Developing a Deep Learning-Based Islamic Multicultural Education Model for Early Marriage Prevention among Students in Indonesian Vocational Pesantren Mufarikha Rikha; Ahmad Ma’ruf; Saifulah
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.99i1.486

Abstract

Early marriage remains a significant social and educational challenge in Indonesia, particularly among adolescents in rural and pesantren-based communities. Despite legal reforms and various preventive initiatives, educational approaches that systematically integrate Islamic values, multicultural perspectives, and transformative pedagogy to address early marriage remain limited. Therefore, this study aimed to develop a Deep Learning-Based Islamic Multicultural Education Model (MPIM-DL) as a preventive educational strategy for early marriage among students in Indonesian vocational pesantren. This study employed a qualitative Research and Development (R&D) approach adapted from the Borg and Gall model. Data were collected through participant observation, semi-structured interviews, document analysis, and focus group discussions involving school principals, Islamic Religious Education teachers, guidance and counseling teachers, and students at SMK Pesantren Terpadu Kunjorowesi Ngoro. Data were analyzed using the interactive qualitative analysis model consisting of data condensation, data display, and conclusion drawing, while the trustworthiness of the findings was ensured through triangulation, member checking, and expert validation. The findings revealed that existing Islamic Religious Education primarily emphasized cognitive understanding of religious teachings with limited opportunities for reflective learning and critical decision-making regarding marriage readiness. In response, the developed MPIM-DL model integrates Islamic education, multicultural education, and the principles of Mindful Learning, Meaningful Learning, and Joyful Learning into a comprehensive instructional framework. The model demonstrated positive outcomes in enhancing students' understanding of the consequences of early marriage, strengthening multicultural awareness, fostering critical thinking, and promoting responsible life planning. This study contributes theoretically by extending the discourse on Islamic multicultural education through Deep Learning pedagogy and practically by providing an innovative instructional model for character education and early marriage prevention in vocational pesantren. Future studies are recommended to validate the model across broader educational contexts using longitudinal and mixed-methods approaches.
A Conceptual Model of Religious Character Transformation through Islamic Religious Education: A Systematic Literature Review muhammad azka; tumin tumin
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.99i1.527

Abstract

The rapid development of twenty-first-century society requires Islamic Religious Education (IRE) to function not only as a medium for transmitting religious knowledge but also as an instrument for religious character transformation. This study aims to synthesize the literature on religious character transformation through Islamic Religious Education and to develop a conceptual model relevant to contemporary educational challenges. A Systematic Literature Review (SLR) following the PRISMA 2020 guidelines was conducted using the Scopus database. Of the 344 articles initially identified, 32 met the inclusion criteria, and 30 full-text studies that satisfied the methodological quality appraisal were synthesized using thematic synthesis. The findings identified six interrelated dimensions of religious character transformation: religious identity, morality and religiosity, tolerance and multiculturalism, citizenship education and social responsibility, transformational pedagogy, and ecological awareness. Based on these findings, this study proposes a conceptual model that integrates these dimensions into a unified framework for understanding religious character transformation through Islamic Religious Education. The proposed model provides a theoretical foundation for future empirical research and supports the development of more transformative, inclusive, and contextually responsive Islamic Religious Education.
Towards an Integrative Framework for Arabic Language Curriculum Development in Indonesia: Philosophical, Sociological, Psychological, Pedagogical, and Juridical Perspectives M. Kasyful Anwar
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.99i1.509

Abstract

The development of Arabic language curricula has become increasingly important in response to rapid educational transformation, globalization, digitalization, and the growing need for curricula that are adaptive, holistic, and responsive to learners' needs. In Indonesia, the Arabic language holds a unique position—serving both as a means to develop communicative competence and as a gateway to Islamic knowledge—thereby making curriculum development a strategic issue in Islamic education. However, existing studies generally examine the philosophical, sociological, psychological, pedagogical, and legal foundations of curriculum development in isolation, resulting in a fragmented conceptual understanding. Therefore, this study aims to develop an integrative conceptual framework for Arabic language curriculum development by synthesizing these five educational foundations within the Indonesian educational context. The study employs a qualitative library research design utilizing qualitative content analysis. Data were collected from scholarly journal articles, academic books, government regulations, curriculum documents, and other relevant literature selected through purposive sampling. Data analysis involved document identification, coding, categorization, thematic synthesis, and interpretation to construct the integrated framework. The findings indicate that effective Arabic language curriculum development requires a systematic integration of philosophical values, sociocultural contexts, learners' psychological characteristics, pedagogical principles, and legal provisions. The results demonstrate that these five educational foundations cannot be viewed as standalone dimensions but rather as a system interacting dynamically to shape curriculum objectives, learning materials, instructional strategies, assessment systems, and the overall implementation of the Arabic language curriculum. This study proposes an Integrative Framework for Arabic Language Curriculum Development that bridges theoretical perspectives with practical curriculum design. The framework contributes to the field of curriculum studies by offering a multidimensional model capable of supporting the development of curricula that are more coherent, contextual, and adaptive within Islamic education.
Internalizing Multicultural Islamic Values through the Tahfidz Al-Qur'an Program: A Model of Character Formation in an Indonesian Islamic Boarding School Muhammad Rizqi Adhimah; Askhabul Kirom; M. Jamhuri
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Dynamics and Transformation of Islamic Education
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i2.524

Abstract

This study investigates how multicultural Islamic values are internalized through the tahfidz al-Qur'an program and how this process contributes to the character formation of female students at Al-Ishlahiyyah Islamic Boarding School. Although previous studies have shown that pesantren promote multicultural values through habituation and moral education, limited research has explained the educational mechanisms through which these values become embedded in students' everyday behaviour within tahfidz programs. This study employed a qualitative case study approach using observations, semi-structured interviews, and document analysis. Data were analysed through thematic analysis to identify patterns of value internalization and character formation. The findings reveal that multicultural Islamic values including tolerance, justice, equality, democracy, and religious humanism are internalized through an integrated educational process consisting of daily Qur'anic memorization, muroja'ah, teacher role modelling, and communal pesantren life. Rather than functioning as separate instructional strategies, these educational practices collectively create a process of religious habituation that transforms multicultural values into students' individual and social character. The study further demonstrates that the tahfidz al-Qur'an program operates as an integrated educational ecosystem, connecting religious learning, multicultural value internalization, and inclusive character formation. This conceptual perspective extends existing discussions on multicultural Islamic education by explaining how multicultural values are translated into lived educational experiences within the unique socio-religious context of pesantren.
From Major-Interest Mismatch to Meaningful Engagement: A Phenomenological Study of Motivational Internalization Among Islamic Religious Education Students Amalia Nur Fadhilah; Anisa Dwi Makrufi
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Dynamics and Transformation of Islamic Education
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i2.543

Abstract

Major-interest mismatch is a condition experienced by some students of Islamic Religious Education (PAI), arising from family direction, limited study options, or situational circumstances at enrollment. This condition can weaken learning motivation, even though students’ academic persistence depends heavily on the quality of their motivation. This study aims to explore the motivational experiences of PAI students whose study program does not match their primary interest, to identify the factors sustaining their academic persistence, and to understand their meaning-making process. This study employs a qualitative phenomenological approach involving eight PAI students at Universitas Muhammadiyah Yogyakarta, selected through purposive sampling until data saturation. Data were collected through semi-structured in-depth interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three themes: students entered PAI without strong initial enthusiasm and their early motivation was externally regulated; their persistence was sustained by peer support, the Islamic campus environment, inspiring lecturers, parents, and pragmatic considerations; and they gradually built tiered self-acceptance, although most would choose a different major given another chance. These findings affirm that PAI students’ motivational dynamics are best understood by integrating Self-Determination Theory and the Integrative Motivational Framework for PAI. This study contributes a phenomenological synthesis that extends Self-Determination Theory by showing how spiritual-theological internalization operates alongside psychological need-fulfillment and pedagogical support in shaping the motivational trajectories of Islamic Religious Education students.
Role Conflict Among UMY Islamic Education Students Who Work Part-Time and Its Implications for Academic Achievement Amirul Fikri; Anisa Dwi Makrufi
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Dynamics and Transformation of Islamic Education
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i2.545

Abstract

This study aims to analyze the forms of role conflict experienced by part-time Islamic Religious Education (PAI) students at Muhammadiyah University of Yogyakarta (UMY), identify the strategies used in managing role conflict, and examine its implications for academic achievement. The study used a qualitative, phenomenological design. The informants were six active PAI students at UMY who had worked part-time for at least one semester and were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that students' role conflict was divided into high, medium, and low categories, with time conflicts and psychological stress as the dominant forms. The strategies implemented included setting academic priorities, managing tasks, adjusting work schedules, managing stress, utilizing social support, and strengthening personal motivation and Islamic values. The implications for academic achievement varied, namely decreasing, remaining stable, or increasing. This study concluded that the impact of part-time work on academic achievement is not linear but is influenced by job flexibility, the number of roles held, and the student's ability to manage academic and work demands.
Between Tolerance and Theological Boundaries: Religious Moderation as Hidden Curriculum in an Indonesian Pesantren Aris Dwi Nugroho
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Digital Cultural Transformation and Islamic Character Education
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.88i3.579

Abstract

This study examines how Indonesia's religious moderation policy is enacted within Islamic Religious Education at Pesantren An-Nur Tangkit, Jambi, focusing on implementation mechanisms and how local religious authorities bound moderation's meaning. Using a qualitative case study design, in-depth interviews were conducted with sixteen informants: the kyai, five PAI teachers, and ten santri, analyzed via Miles and Huberman's thematic model. Findings show moderation operates almost entirely as a hidden curriculum, transmitted through incidental explanation, implicit lesson planning, fiqh instruction on juristic disagreement, teacher modeling, and residential life rather than codified content. Santri corroborated this pattern by citing the same informal activities, though half had never encountered the term "moderasi beragama" itself, indicating internalization independent of policy vocabulary. The kyai further articulated a boundary distinguishing respect from theological recognition, reflecting an inclusivist rather than pluralist orientation. These findings suggest moderation policy and teacher training should attend to informal transmission pathways and recognize moderation's meaning as actively bounded, not theologically neutral, in practice.
Teacher Strategies in Implementing Ethnopedagogy to Foster a Disciplined Character in Grade II Students at MI Al Fithrah Surabaya Riadlul Jannah; Tuti Marlina
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Dynamics and Transformation of Islamic Education
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i2.570

Abstract

This study aims to describe the strategies teachers use in implementing ethnopedagogy to foster discipline among second-grade students at MI Al Fithrah in Surabaya. The problem addressed in this study is the need for consistent habituation to foster students’ discipline through the school culture. The study employs a qualitative approach and is descriptive in nature. The research subjects include the second-grade homeroom teacher and relevant parties involved in fostering the school’s culture. Data were collected through observation, interviews, and documentation, and then analyzed using the Miles and Huberman model. The results indicate that the implementation of ethnopedagogy is carried out through school culture, manifested in the practice of Dhuha prayer, congregational prayer, and the recitation of Asmaul Husna. Teachers serve as planners, role models, mentors, and evaluators. Routine practices serve as a means of instilling religious values, discipline, responsibility, and adherence to school rules. The implementation is supported by a school culture grounded in Islamic values, cooperation among educators, and support from the school foundation and parents. Nevertheless, the implementation still faces challenges, such as differences in students’ characteristics and the need to reinforce these practices within the family environment. This study shows that school culture can be utilized as a context for implementing ethnopedagogy in fostering students’ discipline.
How Does Principal Leadership Enhance Teacher Performance? A Systematic Literature Review of Five Key Mechanisms Fatih Ridho; Tumin
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 9 No. 2 (2026): Dynamics and Transformation of Islamic Education
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.99i2.563

Abstract

Teacher performance is a key determinant of educational quality and is strongly influenced by the leadership of school principals. Effective principal leadership enhances teacher professionalism, improves instructional quality, and fosters a supportive school environment. However, previous studies have reported inconsistent findings regarding the mechanisms through which principal leadership contributes to teacher performance. Therefore, this study aims to synthesize empirical evidence on the role of principal leadership in improving teacher performance through a Systematic Literature Review (SLR). The study followed the PRISMA 2020 guidelines, including the stages of identification, screening, eligibility assessment, and inclusion. Articles published between 2020 and 2024 were retrieved from Google Scholar based on predetermined inclusion and exclusion criteria. A total of 20 eligible articles were analyzed using thematic synthesis. The findings reveal that principal leadership improves teacher performance through five key dimensions: transformational leadership, academic supervision, teacher motivation, teacher self-efficacy, and a positive school culture. In addition, effective leadership promotes collaboration, continuous professional development, and organizational support that collectively contribute to improving educational quality. This review provides a conceptual synthesis that highlights principal leadership as a strategic factor in strengthening teacher performance and promoting sustainable school improvement

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