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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.
Arjuna Subject : -
Articles 94 Documents
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Obstacles to implementing the Kulliyatul Mu’allimin Al-Islamiyah curriculum in Arabic at the Al Furqon Islamic Boarding School Muhammad Fadhil Husein; Hanan Riswar; Muhajir Muhajir; Ade Satria Fauzi Nasution
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 34 No. 2 (2024)
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.v34i2.18633

Abstract

This study aims to evaluate the implementation of the Kulliyatul Mu'allimin Al-Islamiyah (KMI) Curriculum in Arabic language learning at Pondok Modern Al-Furqon, and to identify the challenges and solutions faced in the process. The research method used is qualitative with a case study approach, involving interviews with the KMI director, teachers, and students, as well as direct observation of the learning process and analysis of documents related to the curriculum. The results of the study indicate that the implementation of the KMI curriculum at Pondok Modern Al-Furqon has only reached 70% with Arabic language learning taking place for 24 hours through formal and non-formal approaches. This study identified various obstacles in the implementation of the KMI curriculum at Pondok Modern Al-Furqon, including the use of two curricula, namely the KMI curriculum and the national curriculum, the tight schedule of activities, and the limited understanding of teachers regarding the curriculum due to differences in educational backgrounds. To overcome these obstacles, Pondok Modern Al-Furqon conducted weekly and monthly evaluations, and provided training to teachers on the implementation of the KMI curriculum. This study concludes that despite challenges in implementing the curriculum, the efforts made by the pesantren show a commitment to improving the quality of Arabic language learning and the development of the character of the students. These findings are expected to contribute to the development of the curriculum in other pesantren and improve the effectiveness of Arabic language learning in Indonesia. 
The effect of STAD learning model using the finger-counting method on students’ multiplication skills Alvira Althamiranda; Hafiziani Eka Putri; Elvara Salsabilla Chaisa; Lufinda Amalia; Nurul Aini; Sabrina Shafa Aulia; Annisa Salsabila Nurista
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 34 No. 2 (2024)
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.v34i2.18647

Abstract

Students may encounter difficulties when solving basic multiplication problems. They proficiently recalled the entire multiplication table but struggled to locate specific results without reciting the whole table. Those interconnected challenges highlight the importance of implementing comprehensive teaching strategies. This study aims to support fourth-grade students' multiplication skills at SDN 3 Sindangkasih by applying the STAD learning model and finger-counting method. This study employed a quasi-experimental design with both control and experimental groups. Results show that the experimental class's average score improved significantly from 57 to 73 after treatment, while the control class's score increased slightly from 62 to 62.5, indicating no significant change. The significance value of the Wilcoxon test for the control group's pretest and posttest scores is 0.763, greater than 0.05, indicating no significant difference in average scores before and after the class. In contrast, the analysis for the pretest and posttest scores of the experiment class reveals a significant difference in scores (p = 0.000 < 0.05), indicating that the STAD learning model combined with the finger-counting method significantly improves students' multiplication skills. The findings suggest that the finger-counting method effectively supports students' multiplication abilities by providing a tangible and interactive approach to learning.
M. Amin Abdullah's contribution: Toward an integrated and interconnected Islamic education Sanial Habibi; Eko Purnomo; Zaki Faddad Syarif Zain
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 34 No. 2 (2024)
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.v34i2.18687

Abstract

Islamic education in Indonesia faces significant challenges in adapting to the rapid development of knowledge and globalization. Traditional approaches often need to be revised to prepare students to be competitive in the modern era. This study aimed to analyze the concept of integration and interconnection in M. Amin Abdullah’s thoughts and his contribution to developing the Islamic education paradigm in Indonesia. The main focus was to explore how these two concepts could enhance the relevance of Islamic education in addressing the challenges of the globalization era. This study used a library research method by collecting and reviewing secondary literature, including M. Amin Abdullah’s writings, journal articles, academic books, and other supporting documents related to the research topic. Data were analyzed through content analysis to identify key themes related to integration and interconnection and the challenges and opportunities in their application in Islamic education. The study's results indicate that integration and interconnection in M. Amin Abdullah's thinking significantly contribute to developing an adaptive, holistic, and relevant Islamic education paradigm in line with the progress of science and technology. However, the study also identifies challenges in implementing these concepts, particularly regarding policy support and curriculum adaptation in Islamic education. Keywords: Integration, Interconnection, Islamic education, M. Amin Abdullah, paradigm
Integrating emotional and spiritual quotient into the P5 program for bullying prevention in elementary schools Agus Hasan Saputra; Andewi Suhartini
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.v35i1.19272

Abstract

Bullying continues to be a serious problem in education, eroding children’s emotional health, pulling down their academic motivation, and distorting the positive atmosphere in their classrooms. Deepening character education by weaving together the Pancasila Student Profile (P5) values and the Emotional-Spiritual Quotient (ESQ) framework helps students master self-control and cultivates a culture of respect to prevent bullying. This study aimed to examine the implementation of the Pancasila Student Profile Strengthening (P5) theme ‘Building Soul and Body’ by integrating the Emotional and Spiritual Quotient (ESQ) approach as a strategy for bullying prevention in elementary schools. Conducted at SDN 224 Cijambe, Bandung, the research adopted a Classroom Action Research (CAR) design involving 84 fourth-grade students over two weeks. The study integrated lectures, group discussions, simulations, and reflective activities to foster empathy, emotional regulation, and social skills. The findings reveal that bullying behaviors, such as verbal teasing, significantly decreased from 40% to 10%, while active participation in group activities increased from 20% to 75%. Students demonstrate a deeper awareness of respecting their peers, fostering a more positive classroom environment. Activities such as collaborative games and discussions allowed students to reflect on their actions and develop emotional intelligence. This research highlights the success of integrating P5 and ESQ in character education, emphasizing the importance of empathy, responsibility, and social harmony in combating bullying. Teachers played a pivotal role as facilitators and role models in program success, though challenges such as time constraints in implementation were noted. This approach offers a scalable model for broader application in other educational settings.Keywords: Bullying prevention, character development, elementary education, ESQ   
The effectiveness of STEM-PjBL in enhancing science process skills in Chemistry: A focus on stoichiometrySTEM-PjBL in Enhancing Science Process Skills in Chemistry: A Focus on Stoichiometry Maulidiningsih Maulidiningsih; Indah Rizki Anugrah; Idha Ayu Kusumaningrum
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.v35i1.20243

Abstract

The challenges of 21st-century education require students to develop critical thinking, creativity, and problem-solving skills. Science Process Skills (SPS) are essential in cultivating scientific competence, particularly in chemistry learning. This study investigates the effectiveness of the STEM-Project Based Learning (STEM-PjBL) model in enhancing students’ SPS on the topic of stoichiometry. A quasi-experimental design with a pretest-posttest control group was used, involving 66 tenth-grade students from SMA Islam Al-Azhar 5 Cirebon, equally assigned to experimental and control groups through cluster random sampling. The experimental class was taught using the STEM-PjBL model, while the control class received conventional instruction. Instruments included a validated SPS test and observation sheets. Test data were analyzed using SPSS 26, while non-test data were processed using percentage calculations. Results showed that the STEM-PjBL model significantly enhanced students' SPS, as indicated by a t-test (p = 0.00 < 0.05) and a higher average N-gain in the experimental group (0.574, moderate) compared to the control group (0.274). Improvements occurred across all 11 SPS aspects. Observation data revealed greater student engagement in scientific inquiry, collaborative projects, and scientific practices. These findings confirm that implementing the STEM-PjBL model effectively improves students' science process skills and understanding of chemistry concepts.
Reorienting Islamic curriculum and pedagogy in Indonesia: Aligning with national character education policy Alhamuddin Alhamuddin; Abdul Gafur Arifin
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.v35i1.20276

Abstract

Although character values are embedded in the Islamic education curriculum in Indonesia, a gap persists between policy and classroom implementation. The main objective of this study is to reorient Islamic curriculum and pedagogy in alignment with Indonesia’s national character education policy. This study explores how character education is applied in Islamic education through curriculum, teaching, and assessment. A mixed-methods approach was used, combining a survey of 22 teachers and analysis of curriculum documents. The findings revealed that while values such as honesty, responsibility, and respect were included in lesson plans and textbooks, they were rarely implemented through interactive teaching methods or assessed using formal tools. Most teachers used lectures and moral preaching, with limited application of reflective or student-centered strategies. The study concludes that character education remains superficial without integrated pedagogy and assessment. The proposed reoriented model suggests a threefold transformation. First, policy-aligned value mapping should explicitly link Islamic moral concepts with the six dimensions of the Pancasila Student Profile. Second, reflective pedagogies must replace or complement the current didactic model. Third, assessment reform is essential. These findings offer insights for policymakers and educators seeking to enhance the effectiveness of character education in schools.
Navigating curriculum reform: Self-efficacy of Islamic religious education teachers in Indonesia’s Merdeka Curriculum implementation Muslihudin Muslihudin; Anisatun Muthia; Abd. Rachman Mildan
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.v35i1.21776

Abstract

The Merdeka Curriculum represents a educational policy reform currently being implemented across Indonesia. Its successful execution hinges significantly on teachers’ capacity to adapt, who play a pivotal role in character development. This study aims to examine the level of self-efficacy among Islamic Religious Education (PAI) teachers in implementing the Merdeka Curriculum, identify their strengths and challenges, and propose actionable solutions. A quantitative descriptive survey design was employed, involving 78 PAI teachers enrolled in the Professional Teacher Education Program (PPG) at UIN Siber Syekh Nurjati Cirebon who completed a self-assessment questionnaire measuring multiple dimensions of self-efficacy based on Bandura’s theoretical framework. Results indicate a high level of self-efficacy among PAI teachers in understanding the conceptual foundations of the Merdeka Curriculum (mean > 4.0). However, self-efficacy scores were moderately lower regarding practical application skills (mean > 3.8), with most teachers reporting an overall "Good" level of confidence. The study affirms the relevance of Bandura’s self-efficacy theory in educational reform contexts, highlighting mastery experiences as a key contributor to teacher confidence. It concludes that fostering teacher self-efficacy should be embedded within curriculum reform strategies, emphasizing professional development programs that move beyond knowledge transmission to include authentic and experiential learning opportunities.
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.

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