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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
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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.
Arjuna Subject : -
Articles 100 Documents
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Integrating RME and Geogebra: Transforming mathematics learning to support students’ mathematical literacy Rizqi Adella
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 35 No. 1 (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.v35i1.23679

Abstract

The low mathematical literacy of Indonesian students as shown by the PISA results has become an issue in education.  This study aims to analyze the effect of the Geogebra-assisted RME approach on students' mathematical literacy skills. This study applied a quantitative method with a One-Group Pretest-Posttest Design, which was carried out on 30 ninth grade students of SMP Negeri 2 Kapetakan, Cirebon Regency. The instruments used include a mathematical literacy test and student response questionnaires. Data were collected through test and questionnaire, then analyzed using N-gain and simple linear regression. The results showed that the average N-gain score of 0.85 was in the high category, which indicates a significant increase in mathematical literacy skills. In addition, the results of a simple linear regression test showed that the implementation of Geogebra-assisted RME had a positive and significant effect on students' mathematical literacy skills, with an R2 value of 0.337. These findings show that a contextual learning approach supported by interactive technology is effective in improving students' ability to understand, apply, and interpret mathematical concepts in real life. This research makes an empirical contribution to the integration of RME approaches and technology in geometry learning and mathematical literacy at the secondary level.
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
Islamic digital storytelling as a strategy for Islamic education teachers in fostering the religious character of madrasah students Fajriani Fajriani; Septi Gumiandari
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
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/a6q74x75

Abstract

This study analyzes the implementation of Islamic digital storytelling by Islamic Education (PAI) teachers and studies the Islamic values of this medium and their impact on strengthening the religious character of madrasah adolescents in the digital age. The study uses qualitative research with a case study approach involving two PAI teachers and three madrasah students obtained through purposeful sampling . Data were obtained through in-depth interviews, participant observation, documentation, and thematic analysis of 6 stages. This analysis uses digital storytelling narrative theory and the theory of religious character of adolescents. The research analysis shows that the implementation of Islamic digital storytelling covers five main aspects, namely the pedagogical artistic Islamic storytelling narrative design creativity, the pedagogical integration of digital technology and education da'wah, the students' emotional and spiritual resonance, the internalization of digital story Islamic values, and the enhancement of adolescents' religious character in the digital world. The digital storytelling medium demonstrates the capacity to develop madrasah students' affective engagement, moral reflection, and spiritual experience. Therefore, Islamic digital storytelling serves as an important innovative teaching approach combining integrated values, technological and spiritual aspects, and Islamic education.
Principal Performance Evaluation and Educational Quality Assurance in Madrasah Ibtidaiyah: A Qualitative Inquiry into Strategic Leadership Practices in Indonesia Moh Masnun; Patimah; Onwardono Rit Riyanto; Naya Hidayani Haq
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
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/w2sxw305

Abstract

Madrasah principal leadership is a crucial factor in improving school effectiveness, learning quality, and teacher professionalism. Although international literature emphasizes the importance of school leadership evaluation, empirical studies on madrasah principal performance evaluation as a quality assurance mechanism in Islamic education are still very limited. This study aims to fill this gap by analyzing the practice of madrasah principal performance evaluation in three Islamic elementary schools (Madrasah Ibtidaiyah) in Cirebon Regency, Indonesia. A qualitative approach with a multiple case study design was used to understand the actual practice of leadership evaluation within the quality assurance system. Data were collected through in-depth interviews, observations, and document analysis, involving madrasah principals, supervisors, teachers, and madrasah administrators. Thematic analysis revealed that madrasah principal performance evaluation serves as a dual accountability mechanism (internal and external), integrated within the evaluation management cycle that includes planning, implementation, reflection, and follow-up. Evaluation also encourages strengthening teacher professionalism through collaborative development programs and instructional leadership. However, the effectiveness of implementation is still influenced by limited supervisor capacity and cultural resistance to evaluation. These findings expand educational accountability theory and the Quality Assurance Framework, while also providing implications for policy development, leadership practices, and strengthening quality assurance systems in madrasas. This study confirms that madrasa principal performance evaluation is not merely an administrative mechanism, but a strategic instrument for continuous improvement in educational quality
Exploring student creativity in Internet of Things learning through the RADEC model Felinda Rahma; Syaefudin Saud; Atep Sujana; Leni Permana
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/07ary728

Abstract

Creativity is an essential competency in technology education, particularly in Internet of Things (IoT) learning, which requires students to develop innovative solutions to real-world problems. This study aimed to explore students’ creativity in IoT learning through the implementation of the RADEC (Read, Answer, Discuss, Explain, Create) learning model integrated with differentiated learning at the junior high school level. A descriptive qualitative design with a phenomenological approach was employed. The study involved 28 eighth-grade students and one Informatics teacher at a junior high school in Bandung. Data were collected through classroom observations, semi-structured interviews with the teacher, and documentation of students’ creative products. Data were analyzed using thematic phenomenological analysis. The findings revealed that students demonstrated varying levels of creativity, ranging from Highly Creative to Less Creative categories, based on the indicators of fluency, flexibility, originality, and elaboration. Students generated diverse IoT-based innovation ideas related to communication, healthcare, transportation, environmental sustainability, and daily life. Collaborative discussions and students’ familiarity with digital technology supported creativity development, while low reading interest and teacher readiness remained challenges. The findings suggest that RADEC integrated with differentiated learning provides opportunities for students to express and develop creativity within technology-based learning contexts. Keywords: creativity, Internet of Things, RADEC, differentiated learning, phenomenology
Transgender from a religious perspective and its implications in personality education Wahyono Wahyono; Husnul Khotimah; Nelly Husni Laely
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
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/z7e1jm31

Abstract

This study examines transgender phenomena from religious and psychological perspectives and identifies their implications for personality education. The study retains the author's original analytical direction by comparing Sigmund Freud's structure of personality with Al-Ghazali's conception of desire, reason, and the heart. To ensure methodological consistency with the available evidence, the research is designed as qualitative library research using thematic content analysis and comparative-conceptual analysis. Twenty-one core sources were purposively selected from peer-reviewed articles, scholarly books, Islamic legal and ethical documents, and authoritative health-classification and educational sources. The analysis proceeded through source identification, data reduction, thematic coding, comparative mapping, and interpretive synthesis. The findings show, first, that transgender identity must be distinguished from sexual orientation, gender expression, and clinically significant distress. Second, the literature does not support a single causal explanation; biological, developmental, family, social, cognitive, and cultural factors interact in different ways. Third, Freud and Al-Ghazali both describe personality as a dynamic relation among impulses, regulatory capacities, and moral orientation, although their philosophical foundations and goals are different. Fourth, neither framework is sufficient to conclude that all transgender individuals are dominated by the pleasure principle or uncontrolled desire. Rather, both theories can be used cautiously to analyze tensions among identity, desire, social expectations, religious values, and self-regulation. The study contributes a religiously grounded and psychologically informed framework for personality education based on conceptual accuracy, moral reflection, self-control, empathetic dialogue, family involvement, protection from humiliation and violence, and referral to competent counseling when distress is present. The main limitation is that the study is theoretical and does not represent the direct experiences of transgender participants.
Implementing Deep Learning as a Pedagogical Approach in Elementary Fine Arts Education: A Qualitative Case Study of Student Creativity Muh. Ahyar; Andi Imrah Dewi; Kadek Hariana; Nurul Fitriah Aras; Kasmawati
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
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/bzeh1j77

Abstract

This study explores the implementation of Deep Learning as a pedagogical approach to supporting student creativity in fourth-grade Fine Arts education at SD Inpres Perumnas Palu. A qualitative single-case study was conducted involving one Fine Arts teacher and 25 fourth-grade students. Data were collected through classroom observations, semi-structured interviews with the teacher and selected students, and documentation, and were analysed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing and verification. The findings showed that the Deep Learning approach was enacted through five interconnected stages: learning planning, stimulus and orientation, idea exploration, the creative process, and reflection. The use of recycled plastic bottles as functional flower pots connected artistic expression with environmental awareness, practical design, and students’ everyday experiences. Students displayed creative behaviours through fluency, flexibility, originality, and elaboration, as reflected in alternative sketches, modified designs, varied decorative choices, functional features, and revisions after feedback. However, student participation was uneven; while some students worked independently, others required examples, encouragement, repeated prompts, or practical assistance. Teacher facilitation through reflective questioning, feedback, motivation, and differentiated scaffolding was therefore important in supporting meaningful participation. The study illustrates how Deep Learning can support contextual and creativity-oriented Fine Arts learning using accessible recycled materials. Keywords: Student Creativity, Deep Learning, Fine Arts, Elementary School
Analysis of Quizizz-assisted natural and social sciences (IPAS) learning in relation to learning-style preference categories of fifth-grade students at SD Inpres Perumnas Palu Muslih Rifandani; Nasrullah Nasrullah; Muslim AR; Arif Firmansyah; Ryan Andhika Pratama
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/8wz3ck09

Abstract

This study explored Quizizz-assisted Natural and Social Sciences (IPAS) learning in relation to learning-style preference categories among fifth-grade students at SD Inpres Perumnas Palu. A qualitative descriptive design was used. Thirty students were invited to complete a learning-style questionnaire, and 28 responses were used to identify visual, auditory, and kinesthetic categories. One student from each category and the classroom teacher participated in classroom observations, semi-structured interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing. The visual-category participant was particularly engaged by images, colors, animations, and the leaderboard. The auditory-category participant described Quizizz as enjoyable but still relied on direct teacher explanations to understand new material. The kinesthetic-category participant was more active during the quiz activity and responded positively to competition, although teacher guidance remained important. At the class level, Quizizz supported an active formative-assessment atmosphere, but limited Chromebook availability and unstable internet connectivity constrained implementation. These findings are context-specific descriptions of participants’ preferences and experiences; they do not demonstrate that matching instruction to learning styles improves learning outcomes.
Visionary leadership and teacher competence in strengthening elementary school competitiveness: An instrumental case study Very Ambarwati; Harlina Primatasari; Agus Bambang Wijanarko; Nurkolis
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 36 No. 1 (2026)
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/mcb3wp72

Abstract

The quality of basic education in Indonesia continues to exhibit disparities between public and private elementary schools, particularly in rural areas where differences in leadership, teacher competence, and institutional capacity remain substantial. While previous studies have examined school leadership and teacher competence separately, limited research has explored their combined role in reducing educational quality disparities. This study analyzes the contribution of principals’ visionary leadership and teacher competence to improving educational quality in Temanggung Regency. An instrumental qualitative case study was conducted in five purposively selected public elementary schools and one leading private elementary school. Data were collected through in-depth interviews, participant observation, and document analysis and analyzed using the interactive model of Miles, Huberman, and Saldaña. Four themes emerged: (1) visionary leadership promotes continuous school improvement through a shared vision; (2) ongoing teacher professional development enhances instructional quality and learning innovation; (3) organizational adaptability and stakeholder collaboration strengthen school competitiveness; and (4) limited facilities, bureaucratic rigidity, and insufficient teacher development constrain quality improvement in public schools. Compared with the participating public schools, the private school implemented these dimensions more consistently, leading to stronger institutional performance and higher public trust. The findings underscore the need for integrated policies that reinforce leadership, teacher professionalism, organizational innovation, and institutional support to reduce educational disparities

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