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Tarbiyatul Ilmu (Jurnal Kajian Pendidikan)
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 30316960     DOI : Zenodo
Core Subject :
TARBIYATUL ILMU: Jurnal Kajian Pendidikan adalah jurnal yang memfokuskan kepada hal-hal yang berkaitan dengan bidang pendidikan baik dalam ruang lingkup keluarga maupun pendidikan dalam ruang lingkup formal seperti pendidikan dasar, menengah, pendidikan luar sekolah, pendidikan tinggi, assessment pembelajaran, kurikulum pendidikan, filosofi pendidikan, psikologi umum, psikologi pendidikan, filsafat pendidikan dan topik lainnya yang berkaitan dengan pendidikan.
Arjuna Subject : -
Articles 196 Documents
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PEMURIDAN DALAM PENDIDIKAN AGAMA KRISTEN BERDASARKAN MATIUS 28:19-20 SEBAGAI UPAYA MENINGKATKAN KEDEWASAAN IMAN PESERTA DIDIK Lusiana; Delpa Sombo Madulu'; Jelsia Panggalo; Yuyun Paliran; Wanny Farma Kasi
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 9 (2026): TARBIYATUL ILMU (Jurnal Kajian Pendidikan)
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21271571

Abstract

This study aims to examine the essence of discipleship based on Matthew 28:19–20 and its implications for Christian Religious Education as a means to enhance the faith maturity of learners. The study employs a qualitative approach using a library research method. Data were gathered through an examination of the Bible, theological texts, Christian Religious Education books, and scholarly articles relevant to the research theme. Content analysis was used to identify, interpret, and synthesize various concepts regarding discipleship from the perspective of Matthew 28:19–20. The findings indicate that discipleship serves as the theological foundation for Christian Religious Education, focusing on shaping disciples of Christ through teaching, modeling, mentoring, and character building. The implementation of discipleship plays a proven role in fostering learners' faith maturity through spiritual growth, character transformation, and the application of Christian values ​​in daily life. Furthermore, discipleship principles hold significant implications for the development of Christian Religious Education in the modern era, specifically through transformative learning, the strengthening of the teacher's role, curriculum development, the wise use of technology, and the cultivation of a school culture centered on the values ​​of Christ.
PENGUATAN ETIKA KRISTEN MELALUI PENDIDIKAN AGAMA KRISTEN BERDASARKAN MIKHA 6:8 DALAM KEHIDUPAN GENERASI MUDA Risma Yulius; Resvi Pama'tam; Apriliani Allo Rerung
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 9 (2026): TARBIYATUL ILMU (Jurnal Kajian Pendidikan)
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21271583

Abstract

This study aims to analyze the strengthening of Christian ethics among the younger generation through Christian Religious Education, grounded in the principles of Micah 6:8. Employing a qualitative method with a library research approach, the study utilizes the Bible, scholarly books, journal articles, and other relevant literature as data sources. Content analysis is used to identify, interpret, and synthesize concepts related to Christian ethics, Christian Religious Education, and the implementation of the values ​​found in Micah 6:8. The findings indicate that the values ​​of acting justly, loving faithfulness, and walking humbly before God constitute a foundation for Christian ethics that remains relevant in addressing the moral challenges faced by the younger generation in the digital era. Christian Religious Education plays a crucial role in internalizing these values ​​through instruction, role modeling, habituation, and collaboration among the family, school, and church. Consistent implementation of the values ​​from Micah 6:8 fosters a younger generation characterized by Christian values, integrity, responsibility, and social concern, while equipping them to serve as witnesses for Christ amidst the changing times.
TRANSFORMASI PERAN GURU SEBAGAI FASILITATOR PEMBELAJARAN PADA ERA SOCIETY 5.0 Ruhama Bira'; Grace Julia Venita Rensi; Akwila Franandas; Fani Ando'; Ingrid Angel Mentaruk
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 10 (2026): TARBIYATUL ILMU (Jurnal Kajian Pendidikan)
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22104676

Abstract

The Society 5.0 era has brought about fundamental changes in education, particularly regarding the role of teachers in the learning process. This article aims to analyze the transformation of the teacher's role into that of a learning facilitator in the face of technological advancements and shifting learner characteristics. The study employs a qualitative method using a literature review approach. Data were gathered through an examination of books, scholarly journal articles, and documents relevant to the concepts of Society 5.0, teacher competence, technology integration, and learner-centered education. The findings indicate that teachers no longer serve merely as transmitters of information but have evolved into facilitators, mentors, innovators, and guides of the learning process. The use of technology can expand learning resources, enhance collaboration, foster learner autonomy, and create more adaptive learning environments. However, this transformation faces challenges such as the digital competence gap, infrastructure limitations, and the need to uphold human values. Therefore, the continuous development of teacher competence is a crucial step toward realizing effective and relevant learning.
METODOLOGI PENDIDIKAN AGAMA ISLAM Darwin Robany; Adi Saputra; Ali Tabar Hasibuan; Najmi; Parlindungan Simbolon; Yundri Akhyar
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 10 (2026): TARBIYATUL ILMU (Jurnal Kajian Pendidikan)
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22104698

Abstract

Islamic Religious Education (IRE) plays an important role in shaping students’ character and moral development. To achieve these objectives, selecting appropriate teaching methods is a key factor in ensuring the effectiveness of the teaching and learning process. This study aims to identify various teaching methods commonly used in Islamic Religious Education and to analyze their respective strengths and limitations. The methods examined include lectures, discussions, question-and-answer sessions, demonstrations, and project-based learning. Each method has distinct characteristics that influence students’ learning outcomes across cognitive, affective, and psychomotor domains. The findings indicate that no single teaching method is entirely perfect; each has strengths that can be optimized as well as limitations that educators need to anticipate. Therefore, Islamic Religious Education teachers are expected to select and integrate teaching methods flexibly according to the learning context, subject matter, and students’ characteristics. This study is expected to serve as a reference for educators in designing more effective and engaging Islamic Religious Education teaching strategies.
TEORI PENDIDIKAN DALAM ISLAM Muhammad Zikri; Tita Yunita; Ulil Amri; Sanisah; Parlindungan Simbolon; Yundri Akhyar
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 10 (2026): TARBIYATUL ILMU (Jurnal Kajian Pendidikan)
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22104701

Abstract

This study aims to analyze educational theory in Islam, encompassing the foundations of Islamic education, the educational thought of prominent Muslim scholars, the objectives of education, and the methods employed in the learning process. Islamic education is understood as a holistic process of human development that integrates intellectual, spiritual, moral, and social dimensions based on Islamic values. The study employs a qualitative approach using library research. Data were obtained from primary sources, including the Qur’an and Hadith, as well as secondary sources consisting of relevant books and scholarly literature, and were analyzed descriptively through content analysis. The findings indicate that Islamic education is grounded in the Qur’an, Hadith, and ijtihad and is oriented toward developing individuals who possess faith, knowledge, noble character, and the capacity to fulfill their responsibilities as servants of Allah and as vicegerents (khalifah) on earth. Al-Ghazali emphasizes moral and spiritual development, Ibn Sina highlights the balanced development of intellectual, moral, and physical dimensions, while Ibn Khaldun stresses gradual learning tailored to learners’ abilities. Islamic education also employs various methods, including exemplary conduct (uswah hasanah), habituation (ta’wid), advice (mau’izah), storytelling (qishah), dialogue (hiwar), and targhib and tarhib. Therefore, Islamic educational theory is comprehensive and integrative and remains relevant as a conceptual foundation for developing knowledgeable, morally responsible, and spiritually conscious learners.
IMPLEMENTASI KURIKULUM MERDEKA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMP NEGERI 1 SAMBAS TAHUN PELAJARAN 2025/2026 Nurhul Syadikin; Hifza; Effiyadi
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 10 (2026): TARBIYATUL ILMU (Jurnal Kajian Pendidikan)
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the implementation of the Merdeka Curriculum in Islamic Religious Education (PAI) at Sambas State Junior Secondary School 1 during the 2025/2026 academic year, covering the aspects of planning, implementation and evaluation. This study employs a descriptive qualitative approach. Data were obtained through interviews, observations and documentation, with the primary data sources being the PAI teacher and pupils in Class VII A. Data validity was checked through triangulation of sources and techniques. Data analysis was carried out through data reduction, data presentation and drawing of conclusions. The research findings indicate that lesson planning was carried out through the development of teaching modules tailored to the Learning Outcomes (CP), learning objectives, pupils’ characteristics, and school conditions. During the implementation stage, teachers began to apply pupil-centred learning through group discussions, taharah practice, wudu and tayamum practice, as well as tasks/projects to reinforce akhlakul karimah. However, the lecture method was still used quite frequently due to time constraints. Assessment was carried out through the evaluation of attitudes, knowledge and skills, including worksheet tasks, daily tests, written tests, practical exercises, observations, end-of-semester assessments (PAS) and end-of-year assessments (PAT). The main challenges included limited teaching time, some pupils being less active or drowsy during the afternoon sessions, and the need to strengthen teachers’ understanding of the Merdeka Curriculum through training and seminars.
PEMBIASAAN KHATAMAN JUMAT DALAM MEMBENTUK BUDAYA RELIGIUS PESERTA DDIK SMA TAKHASSUS AL QUR’AN DI WONOSOBO Ikhwan Nur Hidayatulloh; Ali Imron, Sekar Najwa Sal Sabila, Malia Sa’datul Rusyda, Latifah, Listiana Zumrotun, Meldyana Nur U
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 10 (2026): TARBIYATUL ILMU (Jurnal Kajian Pendidikan)
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22104708

Abstract

This study aims to analyze the habituation of Khatmil Qur’an in developing students’ religious culture at SMA Takhassus Al-Qur’an. This research employed a qualitative approach with a descriptive research design. Data were collected through interviews, observations, and documentation involving school administrators, teachers, Tahassus program coordinators, and students. Data analysis was conducted through data condensation, data display, and conclusion drawing and verification, while data validity was established through source and technique triangulation. The findings indicate that Khatmil Qur’an is routinely conducted as part of the school’s morning activities and involves students, teachers, and educational staff. The habituation is supported by religious exhortations (mau‘izhah), the Tahassus program, Qur’anic reading or memorization submission, Friday charity (infak Jumat), and an annual 30-juz Khatmil Qur’an activity. The program is strengthened through the involvement of the LDKQ team, task distribution, scheduling, teacher recommendations, Tahassus assessments, and documentation of students’ achievements. The habituation of Khatmil Qur’an contributes to developing students’ Qur’anic reading habits, discipline, religious devotion, moral character, and the religious identity of the school. The main challenges include differences in students’ abilities and levels of participation, as well as inconsistencies in punctuality during morning activities. These challenges are addressed through mentoring, supervision, scheduling, and continuous evaluation. Therefore, Khatmil Qur’an functions not merely as a Qur’anic recitation activity but as an educational practice that systematically and continuously supports the development of students’ religious culture.
KURIKULUM SEBAGAI PANDUAN UNTUK PENDIDIKAN YANG BERKUALITAS Agustin
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 10 (2026): TARBIYATUL ILMU (Jurnal Kajian Pendidikan)
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

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Abstract

The curriculum serves as the main guide in creating quality education. This article discusses the concept, function, and importance of the curriculum in the education process, as well as how effective curriculum implementation can improve the quality of learning. The curriculum is designed to meet the needs of students, society, and the world of work that continues to evolve, by balancing knowledge, skills, and character values. In addition, this article reviews the challenges in curriculum development, including adaptation to technological developments, social dynamics, and globalization. With a comprehensive approach, the curriculum is not only an administrative tool, but also a driving force for realizing relevant, inclusive, and globally competitive education.
STRATEGI PENGEMBANGAN KURIKULUM YANG RELEVAN DENGAN KEBUTUHAN ZAMAN Dwi Lieviani
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 10 (2026): TARBIYATUL ILMU (Jurnal Kajian Pendidikan)
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

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Abstract

Curriculum development that aligns with the needs of the times is a crucial step in preparing the younger generation to face the ever-changing global challenges. This article discusses various strategies for curriculum development to ensure education remains adaptive and in tune with technological advancements, social changes, and the demands of the workforce. The strategies covered include implementing competency-based learning, integrating technology into teaching, adopting an interdisciplinary approach, and developing 21st-century skills such as creativity, communication, and collaboration. Furthermore, the importance of curriculum flexibility, collaboration with industry, continuous evaluation, and inclusive, equitable education is highlighted as key factors in creating an effective and sustainable curriculum. By applying these strategies, the curriculum can ensure that graduates possess not only knowledge but also relevant skills to succeed in the future.
PERAN TEKNOLOGI DALAM KURIKULUM MERDEKA SELFI
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 10 (2026): TARBIYATUL ILMU (Jurnal Kajian Pendidikan)
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Merdeka Curriculum is an educational innovation in Indonesia aimed at enhancing the flexibility of learning, facilitating the development of 21st-century skills, and giving educators the freedom to design learning experiences. In its implementation, technology plays a crucial role as the primary supporting tool for expanding access, personalising learning, and fostering collaboration. Technologies such as Learning Management Systems (LMS), artificial intelligence (AI)-based software, and interactive learning applications facilitate the implementation of project-based learning, assessment, and digital skills training. However, the integration of technology also faces various challenges, including the digital divide in remote areas and a lack of digital literacy amongst educators and learners. This article aims to analyse the role of technology in supporting the Merdeka Curriculum, the benefits it brings, and the challenges that must be overcome to create an inclusive and sustainable educational ecosystem.

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