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Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal)
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 24426377     EISSN : 27213595     DOI : http://dx.doi.org/10.24235/ath.v34i2
Core Subject :
Jurnal Al-Tarbiyah: Jurnal Pendidikan (Educational Journal) is a peer-reviewed journal on Education which is published by Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon. Jurnal Al-Tarbiyah: Jurnal Pendidikan welcomes and accepts qualified original research papers about education which are written by researchers, academicians, professionals, and practitioners from all over the world. All papers accepted are reviewed by at least two reviewers. The scope of Jurnal Al-Tarbiyah: Jurnal Pendidikan covers textual and field studies on various perspectives in educational curriculum, teaching and learning, learning media, learning materials, learning strategies and teachers competence in the field of Islamic Education, Indonesian Language Education, Arabic Language Education, English Language Education, Social Science Education, Mathematics Education, Biology Education, Islamic Elementary School Teacher Education, Islamic Early Childhood Education, and Islamic Education Management.
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Articles 5 Documents
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Search results for , issue "vol. 35 no. 2 (2025)" : 5 Documents clear
Play-based intervention to enhance executive function in young children with disabilities: A systematic literature review RR Dina Kusuma Wardhani; RR DENI Widjayatri
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 35 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v35i2.22028

Abstract

Executive function such as working memory, inhibitory control, and cognitive flexibility is crucial for early learning, yet children with disabilities often face delays. Play-based interventions are increasingly recognized as effective strategies for supporting executive function in inclusive early childhood settings. Guided by PRISMA 2020, the researchers systematically reviewed studies published between 2016 and 2025. Of 50 initially identified studies, 30 met final inclusion criteria after screening and appraisal (JBI, CASP; inter-rater reliability confirmed with Cohen’s Kappa). Studies were coded into three categories: analog, digital, and hybrid play models. Twenty seven of 30 studies (90%) reported significant executive function gains. Analog models (n=14) enhanced inhibitory control, cognitive flexibility, and self-regulation through social structures and play rules. Digital models (n=13), such as serious games, computer-based cognitive games, and digital storytelling. Hybrid models (n=3) integrated scaffolding and digital mediation strengthened working memory, inhibitory control, and emotion regulation; AR-enhanced storybooks in Indonesia showed notable effects. Analog play ensures ecological validity, digital tools deliver structured cognitive demands, and hybrid approaches demonstrably integrate both strengths, yielding broader and more transferable executive function benefits. This review contributes a taxonomy of executive function focused play interventions and highlights their alignment with inclusive ECE reforms in Indonesia. Future research should pursue rigorous RCTs, longitudinal designs, and curriculum integration to evaluate sustainability and scalability.Keywords: executive function; play-based intervention; analog; digital; hybrid
IPAS teachers’ perspectives on digital literacy as a pedagogical foundation in the age of AI Muriani Nur Hayati; Fahmi Fatkhomi; Yovian Prasetya
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 35 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v35i2.22202

Abstract

This study aims to determine the perspective of digital literacy as a pedagogical foundation for IPAS teachers in the era of artificial intelligence. This study uses a qualitative approach with thematic analysis through interviews. Interviews were conducted with five IPAS vocational school teachers in the Tegal Regency. The results revealed that teachers view digital literacy as a crucial skill in utilizing digital tools and interactive digital platforms, with teachers' opinions differing significantly depending on their length of teaching experience. Three main challenges faced include limited infrastructure, student resistance, and the need for ongoing training. The findings show that teachers position AI only as a learning assistant that enriches the learning experience. The implications of the study emphasize the development of applicable digital literacy training programs and recommend collaboration among teachers through learning communities to improve teachers' pedagogical competencies. Keywords: digital literacy; artificial intelligence; pedagogical; IPAS teacher
Enhancing fourth-grade students’ learning outcomes in Tajwīd throughlapbook media: A Classroom action research Tatik Khalifah; Muhammad Ikhsan Ghofur
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 35 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/s4d4ww77

Abstract

This research examine the use of lapbook media as an instructional strategy to enhance fourth-grade students’ achievement in learning tajwīd, specifically the pronunciation rules of nun sākinah and tanwīn. The study was conducted in response to limited student engagement and unsatisfactory learning outcomes commonly found in conventional tajwīd instruction in the primary school level. A Classroom Action Research approach based on the Kemmis and McTaggart framework was implemented through two iterative cycles involving instructional planning, classroom action, observation, and reflective evaluation. The participants consisted of 16 fourth-grade students during the first semester. Data were obtained from achievement tests, classroom observations, interviews, and supporting documentation, and were analyzed descriptively across cycles. The findings reveal a progressive improvement in students’ learning performance, as reflected in the increase of the mean score from 64.37 before the intervention to 75.50 after the first cycle and 88.44 following the second cycle. The proportion of students meeting the mastery criteria also rose from 37.5% to full mastery by the end of the study. Furthermore, classroom observations indicated that lapbook-based activities encouraged greater student participation and learning motivation. These results suggest that lapbook media can be effectively integrated into tajwīd instructionto support active learning and improve educational outcomes in primary education.
Learning innovation for generation Z: development of e-modules and videos in research proposal courses Aceng Jaelani; Wulan Andini; Heru Mudiyanto; Gusti Ristiani
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 35 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/wxkjhn39

Abstract

This study aims to develop e-modules and learning videos as learning media or resources in the Research Proposal course that can improve student understanding and engagement through a more interactive, practical, visual, and engaging digital approach for Generation Z students. The development process includes the creation of e-modules and videos, validation, and implementation of e-modules and videos. The research method used is Research and Development (RnD) with questionnaire and test data collection techniques. The population and sample in this study were 75 students majoring in Elementary Madrasah Teacher Education at UIN Siber Syekh Nurjati Cirebon. The results showed that the developed e-modules and videos were categorized as good (suitable for use). In addition, the use of e-modules and learning videos was effective in improving students' conceptual understanding, research skills, and learning motivation. This innovation not only facilitates access to materials but also encourages students to be more independent and active in the learning process. These findings indicate that e-module and video-based learning technology can be an effective solution for creating a more interactive and engaging learning experience in the context of higher education. 
Students’ perceptions and lecturers’ practices as the basis for redesigning Mandatory Curriculum Courses (MKWK) based on OBE and SDGs Fajar Nugraha; Dewang Sulistiana; Rahmat Rahmat
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 35 No. 2 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/edkpta25

Abstract

The Compulsory Curriculum Courses (MKWK) play a strategic role in shaping graduates with Pancasila character. However, their implementation in higher education institutions still faces challenges related to relevance, teaching methods, and the integration of sustainability values. This study aims to analyze students’ perceptions and lecturers’ practices as the basis for redesigning the MKWK curriculum based on Outcome-Based Education (OBE) and the Sustainable Development Goals (SDGs) framework. A mixedmethods approach with a sequential explanatory design was employed. The quantitative phase involved a survey using a Likert-scale questionnaire administered to 204 students from various study programs at Universitas Muhammadiyah Tasikmalaya. The qualitative phase consisted of semistructured interviews with MKWK lecturers and selected students to explore and deepen the survey findings. The results revealed that students hold positive perceptions regarding the meaningfulness of MKWK values but rated low on innovation and diversity of teaching methods. In-depth interviews indicated the need for better alignment between learning outcomes (CPL), course learning outcomes (CPMK), and learning strategies that are more reflective and contextual. These findings provide a conceptual foundation for developing a new integrative MKWK syllabus based on OBE and SDGs, aimed at strengthening Pancasila character and 21st-century competencies among students. Keywords: curriculum, OBE, MKWK, SDGs

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