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INDONESIA
TARBIYATUNA: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Lembaga Pendidikan Islam
Published by Universitas KH. Mukhtar Syafaat
ISSN : -     EISSN : 27745724     DOI : https://doi.org/10.30739/tarbiyatuna.v7i2.4925
Core Subject :
The focus of this Tarbiyatuna Journal (e-ISSN: 2774-5724) is to analyze various aspects in the field of Islamic education which includes various concepts and research results that have been carried out. Some of the main topics discussed in this scientific article include Islamic Education Thought, Islamic Education Development, and Islamic Education Management which aims to improve the quality of education management within the framework of Islamic teachings. In this case, the research aims to explore the basic principles that shape Islamic educational thinking and how they are implemented in various Islamic educational institutions. In addition, the focus of this article also covers Islamic boarding school and Madrasah education, which play an important role in the preservation and development of Islamic teachings in Indonesia. This article pays more attention to Islamic education policy, as well as the problems faced in its implementation in the field. The scope of this Tarbiyatuna Journal covers various approaches and perspectives in Islamic education, such as the Philosophy of Islamic Education, Islamic Religious Education, and the Islamic Education Curriculum which continues to adapt to current developments. This article also discusses the Islamic Education Learning Model, which includes innovative methods in teaching Islamic values ??to students. Islamic Education Learning Media Innovation is an important part in creating an interesting and effective learning experience. Apart from that, evaluation instruments in Islamic education are also considered to ensure that educational goals can be achieved well. The scope of this research aims to provide comprehensive insight into the culture of Islamic education and how various factors interact with each other to form an Islamic education system that is more effective and relevant to future challenges.
Arjuna Subject : -
Articles 130 Documents
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ANALYSIS OF TRANSLATION ERRORS IN GOOGLE TRANSLATE ARABIC TEXTS INTO INDONESIAN IN THE BOOK IHYA' ULUMUDDIN M. Alaika Nasrullah; Anyes Lathifatul Insaniyah; Mauliddah Khasanah
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 6 No. 2 (2025): Desember 2025
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v6i2.4965

Abstract

This research aims to identify the errors of Google Translate in translating Arabic  text into Indonesian in the book Ihya' Ulumudin, specifically in the fields of syntax  and semantics. The type of research used in this study is library research, which is  a data collection technique involving a review of books related to the problem to be  solved. The data used in this study is from the book "Ihya' 'Ulumuddin" volume 3,  chapter "Al-Riya'u Al-Khafi" which is more hidden than the crawling of ants. Data  analysis in this study was done by collecting data, recording errors, describing  errors, and evaluating errors. The results of this study are that Google Translate  still has many shortcomings in translating Arabic text into Indonesian, especially  for yellow book texts which are heavily laden with nahwu and shorof rules. As for  the errors in Google Translate in the field of syntax found in this study, they are:  errors in translating superlative verbs, errors in translating plural sentences,  errors in translation, errors in translating compound structures, and errors in  Google Translate's translation of passive participles. Google's semantic errors  include: mistranslation of the same letters with different vowel marks, incorrect  word choice, inaccurate translation of hidden pronouns, Google's error in  translating the letter qod, grammatical errors, and errors in translating the benefits  of letters. The implications of this research indicate that the use of Google Translate  as a tool for translating Arabic religious texts, particularly classical texts, needs to  be accompanied by adequate linguistic understanding. These findings can also  serve as a reference for teachers, students, and Arabic translators to be more  critical in using translation machines and to encourage the development of  translation technology that is more sensitive to the syntactic structure and semantic  meaning of classical Arabic.
IMPLEMENTING ENVIRONMENTAL CHARACTER EDUCATION IN AN ISLAMIC SCHOOL WITHIN A MUSLIM MINORITY CONTEXT: A CASE STUDY IN SOUTHERN THAILAND Izzatul Bariyah; Novera Luthfiani; Novia Suci Safitri; Adinda Yuliana Musthofa; Nada Nabila
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v7i2.4985

Abstract

Environmental character education is vital for strengthening environmental awareness, particularly in Islamic schools within minority contexts. This study examines the implementation of religiously grounded environmental character education at an Islamic school in Southern Thailand, using a qualitative descriptive approach through observation, interviews, documentation, and literature review. Findings show that the school applies a systematic habituation model based on Fathnuryati Hidayah's framework, comprising routine activities, spontaneous actions, and exemplary behavior. Religious values are integrated through the Tarbiyah program, linking cleanliness and environmental responsibility to Islamic principles. Success indicators include near-total student participation in Tarbiyah, improved classroom and schoolyard cleanliness, and greater accuracy in waste sorting. Obstacles identified include uneven student awareness, limited cleaning facilities, and weather-related disruptions to outdoor activities. The study concludes that the school effectively cultivated environmental values through religious teaching, daily habits, and teacher modeling. These findings imply that Islamic schools in similar minority contexts can adopt the Tarbiyah-based habituation model as a practical, low-resource strategy for environmental character education. Integrating Islamic values, such as cleanliness as part of faith and nature as divine trust, into daily routines demonstrates that spiritual frameworks can effectively drive sustainable behavioral change without dependence on formal government programs.
DEVELOPING THE INDEPENDENT CHARACTER OF FOSTER CHILDREN THROUGH THE ORPHANAGE DORMITORY CURRICULUM Maslahatun Nikmah; Abdullah Syukur
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v7i2.5077

Abstract

Curriculum is an important element in the implementation of education that functions as a guideline in the learning process to achieve educational goals effectively and systematically. In its implementation, the success of the curriculum is greatly influenced by curriculum ad-ministration and the role of teachers in shaping students’ learning experiences, including character education. One of the main characters emphasized in national education goals is independence. Independent character is important to be instilled from an early age because it affects children's ability to make decisions, take responsibility for themselves, solve prob-lems, and increase self-confidence and readiness to face social life. Especially for orphaned children, independence becomes an essential aspect in enabling them to face life’s challenges without dependence on others. This study aims to explore the character education curricu-lum in shaping the independent character of orphaned children. This research used a descrip-tive qualitative approach with data collection techniques including observation, in-depth in-terviews, and documentation. The results of this study indicate that the character education curriculum for students is implemented through various programs, such as psychological counseling, classroom learning activities, outdoor learning activities, independence develop-ment programs, and recreational excursions. This study recommends strengthening training for educators as well as improving the character evaluation system to support the sustaina-bility of character education programs in the dormitory.    
CULTIVATING DISCIPLINE IN STUDENTS THROUGH REWARDS AND PUNISHMENT Hanifah Rahmi; Kasuwi Saiban; Umi Salamah
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v7i2.5122

Abstract

This study aims to analyze the implementation of reward and punishment in  instilling discipline among students. This research employed a qualitative approach with a case study  design. Data were collected through interviews, observations, and documentation,  then analyzed using the interactive model of Miles, Huberman, and Saldana, which  includes data reduction, data presentation, and conclusion drawing. The results of  the study indicate that the implementation of rewards in the form of praise, gifts,  and appreciation was able to improve students’ learning motivation, compliance  with regulations, and enthusiasm in participating in boarding school activities.  Meanwhile, educational punishments, such as warnings, additional assignments,  and restriction of certain facilities, proved effective in controlling behavior and  reducing disciplinary violations among students. The balanced implementation of  reward and punishment was able to create an orderly and conducive boarding  school environment while supporting the development of responsibility,  independence, and discipline among students. This study also found that the implementation of reward and punishment has  implications for character building and the development of a disciplinary culture  within the boarding school environment. However, when applied excessively and  disproportionately, rewards may lead to dependency and decrease students’  intrinsic motivation. Therefore, a wise, educational, and sustainable strategy in  implementing reward and punishment is needed so that the process of developing  students’ discipline can be carried out optimally. The research results show that the balanced implementation of rewards and punishments has a positive impact on increasing student learning motivation, compliance with regulations, and reducing disciplinary violations. Furthermore, this policy contributes to creating an orderly and conducive Islamic boarding school environment and strengthening the character development of responsibility, independence, and a culture of discipline among students. However, excessive implementation of rewards has the potential to create dependency and reduce students' intrinsic motivation, so proportional, educational, and sustainable implementation is needed.
OPTIMIZING QUR’AN INSTRUCTION THROUGH THE JIBRIL METHOD TO IMPROVE THE QUALITY OF STUDENTS’ RECITATION Muhammad Zainal; Hafid
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v7i2.5148

Abstract

This study aims to optimize Qur'anic education through the application of the Jibril method to improve the recitation skills of students at the Nurul Huda Al-Habibi Kebonan Foundation in Krasak, Kedungjajang, Lumajang. This study employs a library study method with a qualitative approach. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles, Huberman, and Saldana model, which includes data condensation, data presentation, and conclusions. The results of the study indicate that the Jibril method is implemented through a process of repeatedly imitating the teacher’s recitation until the students are able to read the Qur’an well, with proper recitation (tartil), and in accordance with the rules of tajwid. Instruction is conducted both individually and in groups according to the students’ abilities, and is supported by daily, monthly, and annual evaluations. The application of the Jibril method has proven effective in improving the fluency, eloquence, and accuracy of students’ Qur’an recitation. Supporting factors include students’ learning experiences, parental support, facilities and infrastructure, and teacher guidance, while inhibiting factors include differences in students’ baseline abilities, lack of learning motivation, and the limited number of educators proficient in the Jibril method. Therefore, it is necessary to establish a routine of regular Qur’an recitation, provide Jibril method guidebooks, and conduct training for educators to improve the quality of Qur’anic education
FIQIH LEARNING AND SOCIAL-ENTREPRENEURIAL COMPETENCE OF STUDENTS IN ISLAMIC BOARDING SCHOOL Zulfiyatul Hosnah; Nashrullah; Mufidatul Hasanah; Afifah Nur Aisyah; Della Putri Qurrota A'yun
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v7i2.5173

Abstract

This study examines the effect of fiqh learning on students’ socio-entrepreneurial competence at An-Nashiriyah Islamic Boarding School, Bawean, Gresik. The issue is significant because fiqh learning in pesantren is often perceived as being dominated by ritual worship, whereas muamalah fiqh contains pedagogical resources for developing social ethics, independence, and Islamic value-based entrepreneurship. This research employed a quantitative explanatory design. The population consisted of 98 female students, while 35 students were selected purposively because they actively participated in muamalah fiqh learning and pesantren-based economic activities. Data were collected through questionnaires, observation, and documentation, and then analyzed using descriptive statistics and simple linear regression. The results show that the mean score of fiqh learning was 34.23 with a standard deviation of 3.881, while the mean score of socio-entrepreneurial competence was 51.40 with a standard deviation of 6.367. The regression analysis produced a coefficient of 1.312 with a significance level of <0.001 and an R Square of 0.639. These findings indicate that fiqh learning has a positive and significant effect on students’ socio-entrepreneurial competence and explains 63.9% of its variance. The article argues that contextual and applicable muamalah fiqh learning can serve as a strategic instrument for integrating social character formation, Islamic business ethics, and students’ independence within an island-based pesantren ecosystem. Thus, the results of this study make an important contribution to the development of the pesantren curriculum, especially in designing fiqh muamalah learning that is more contextual, participatory, and oriented towards strengthening the social-entrepreneurial competence of students as a provision for life in the community.    
TRANSFORMATIONAND POLICY PROBLEMS ISLAMIC EDUCATION M. Kasyful Anwar; Sabran; Sri Susmiati
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v7i2.5177

Abstract

This study examines the dynamics and challenges in the implementation of Islamic education  policies across various levels of education in Indonesia, ranging from primary education to  higher education. Using a descriptive qualitative approach, the study analyzes how these  policies contribute to national education goals and address structural issues within the  education system. The findings reveal that despite the existence of systematic regulations,  significant challenges remain, including the uneven distribution and quality of educators,  disparities in facilities between urban and rural areas, unstable curricula, and weak institutional  coordination. These issues are further exacerbated by limited professional training  opportunities and inadequate integration of Islamic values and religious moderation. The  authors propose several solutions, including the digitalization of Islamic education,  strengthening teacher competencies, implementing context-based curriculum reforms, and  enhancing community engagement. The study highlights the importance of participatory and  locally responsive policy reforms to improve the quality and relevance of Islamic education in  Indonesia. The implications of this study suggest that adaptive and sustainable policy  implementation can enhance the quality of Islamic education, promote equitable access to  educational opportunities, and support the development of competent, moderate, and character driven learners in accordance with the goals of national education. The implication of implementing these policy recommendations has the potential to improve the quality of learning processes and outcomes, expand access to more equitable Islamic education, reduce the gap in education quality between regions, and strengthen the pedagogical and professional strength of teachers.
DAVID HUME'S EMPIRICISM AND ITS IMPLICATIONS FOR THE EPISTEMOLOGY OF ISLAMIC EDUCATION Iefone Habiba; Dian Sidik Kurniawan; Zulfa Khairiah Ali; Muhammad Ihsan Siregar; Maragustam Siregar
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v7i2.5180

Abstract

This study critically examines David Hume's (1711–1776) empiricist methodology and its implications for the epistemology of Islamic education. Hume's empiricism posits sensory experience as the sole valid source of knowledge, articulated through four primary pillars: the impressions–ideas dichotomy, critique of dogmatic causality, rejection of metaphysical substance, and systematic skepticism. This research aims to: (1) comprehensively analyze the core concepts of Hume's empiricist methodology; (2) identify its epistemological relevance and limitations within the Islamic educational framework; and (3) examine its application as a methodological instrument for analyzing Islamic pedagogical practice. A qualitative approach employing library research and descriptive-analytical methods was applied to primary and secondary sources. Findings indicate that, methodologically, Hume's empiricist principles are relevant for reinforcing experiential learning, observation-based evaluative culture, and critical inquiry into causal assumptions in educational practice. Concrete applications include simulation-based moral learning, empirical evaluation of sorogan and bandongan methods in pesantren, and the strengthening of tafakkur and muhasabah traditions as Islamic counterparts to methodological skepticism. However, epistemologically, Hume's empiricism cannot be wholly accepted, as its reduction of knowledge to sensory experience conflicts with Islamic epistemology, which upholds divine revelation as an autonomous and transcendent source of truth. A critical integration of both frameworks enables a rational, contextual, and evaluative Islamic education without abandoning its theological foundations. The implications of this study are twofold: theoretically, it offers a methodological bridge for reading Western epistemological traditions through an Islamic lens without compromising revelation as the primary source of truth; practically, it provides educators and curriculum designers with a concrete framework for embedding experiential, observation-based, and reflective practices into Islamic pedagogy, thereby strengthening the evaluative culture of pesantren and madrasah-based learning while preserving its theological integrity.  
ENHANCING COOPERATION SKILLS OF GROUP B CHILDREN THROUGH ROLE-PLAYING GAMES IN EARLY CHILDHOOD EDUCATION Tiara Kapiso; Lukman Arsyad; Munirah
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v7i2.5188

Abstract

Cooperation is an essential aspect of early childhood social-emotional development. Initial observations of Group B children at an early childhood education institution indicated that children’s cooperative ability was still low, particularly in interacting with peers, sharing roles, helping others, and following group activity rules. This study aimed to improve children’s cooperative ability through role-playing games. The research employed Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 14 Group B children, consisting of 6 boys and 8 girls. Data were collected through observation and documentation and analyzed using descriptive quantitative analysis by calculating the percentage of children’s developmental achievement. The findings showed an improvement in the average score from 28.57% in the pre-cycle to 69% in Cycle I and 96% in Cycle II. By the end of Cycle II, all children reached the Very Well Developed category. These findings indicate that role-playing games are effective in improving children’s cooperation because they provide opportunities for children to interact, share roles, help each other, communicate, and follow rules in an enjoyable learning atmosphere. The implication of this study is that role-playing games can be used as an alternative learning strategy for early childhood teachers to strengthen children’s social-emotional development, particularly cooperation skills, through meaningful, active, and child-centered learning experiences.
APPROACHES AND STRATEGIES FOR ISLAMIC RELIGIOUS EDUCATION LEARNING IN THE CONTEXT OF MERDEKA BELAJAR KAMPUS MERDEKA Nurjana Cyntia Rahman; Burhanuddin Abdul Karim Mantau; Yanty K. Manoppo
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v7i2.5189

Abstract

  This article examines the implementation of Islamic Religious Education (PAI) learning approaches and strategies within the policy framework of Merdeka Belajar Kampus Merdeka (MBKM), or Independent Learning–Independent Campus. PAI learning within the MBKM framework emphasizes flexibility, authentic learning experiences, and student autonomy through humanistic, constructivist, experiential, and value-based approaches. These approaches strengthen character formation, value internalization, and the development of students’ reflective capacity. Furthermore, project-based learning, project-collaborative learning, problem-based learning, and blended learning strategies enable students to apply Islamic values in real-life contexts through projects, interdisciplinary collaboration, problem solving, and digital technology. Overall, PAI learning in MBKM becomes more contextual, applicable, and relevant to the needs of modern society. The implication of this study is that PAI learning in higher education needs to be designed more adaptively, collaboratively, and practically so that Islamic values are not only understood conceptually but also internalized and implemented in students’ academic, social, and professional lives. Therefore, this article highlights the importance of adaptive curriculum design, lecturers’ roles as facilitators, and collaboration with external partners in optimizing the implementation of PAI within the MBKM framework. The impact of implementing Islamic Religious Education (PAI) learning approaches and strategies within the MBKM framework is increased student engagement and independence in the learning process, the development of critical thinking, collaboration, and problem-solving skills, and the strengthening of the internalization and application of Islamic values ??in academic, social, and professional life. PAI learning also becomes more contextual, applicable, and relevant to the needs of society and the workplace.    

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