cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Ali Mashabi
Contact Email
mashabiali27@gmail.com
Phone
+6285854978169
Journal Mail Official
tarbiyahislamiah.stitmb@gmail.com
Editorial Address
Jl. Raya Raci KM 9 Bangil Pasuruan 67153 Telp/Fax: (0343) 744417
Location
Kab. pasuruan,
Jawa timur
INDONESIA
Tarbiyah Islamiah : Jurnal Inovasi Pendidikan Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Bangil
ISSN : -     EISSN : 31107702     DOI : 10.52615
Core Subject :
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam (TIJIPI) is a scientific journal published by Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan). This journal serves as an academic platform for researchers, educators, and practitioners to disseminate research findings, conceptual studies, and innovative practices in the field of Islamic education. It focuses on integrating Islamic values with contemporary educational theories and methodologies to support the advancement of quality and character-based Islamic education. Committed to promoting scientific integrity and innovation, each manuscript undergoes a rigorous peer-review process to ensure originality and scholarly quality. Published twice a year (April and October), Tarbiyah Islamiah aims to be a reputable reference for the development of theory, policy, and practice in Islamic education—both in Indonesia and the global Muslim academic community.
Arjuna Subject : -
Articles 23 Documents
 1   2   3 
Analisis Kritis Pemikiran Yusuf Qardhawi tentang Pendidikan Gender dalam Islam Kontemporer Dariyanto; Fitri Amalia Majid; Muhammad Ibnu Sholeh; Binti Mar'atus Sholihah
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 1 No. 2 (2026): April
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v1i2.38

Abstract

This study critically examines Yusuf al-Qaradawi’s thought on gender in contemporary Islam, with particular attention to its relevance to education and socio-religious life. A reassessment of his perspective is warranted given the rapidly evolving contemporary gender discourse, characterized by growing demands for equality in the public sphere, critiques of patriarchal biases in Qur’anic interpretation, and the need for more applicable frameworks for educational policy and practice. This qualitative study employs a literature-based approach and critical analysis of al-Qaradawi’s works alongside relevant scholarly literature. The findings indicate that al-Qaradawi conceptualizes men and women as partners in spiritual, moral, and social responsibilities and supports women’s participation in the public sphere within the ethical boundaries of Islamic teachings. However, on certain gender-related issues, his approach remains cautious, suggesting the need for more contextual and practically oriented interpretations. This study positions al-Qaradawi’s thought as a potential bridge between sharia norms and contemporary demands for social justice. It further recommends integrating a gender-partnership perspective into the curriculum and governance of Islamic educational institutions to promote more equitable and contextually responsive educational practices.
Inovasi Pembelajaran Matematika Berbasis Problem Solving untuk Meningkatkan Minat dan Keaktifan Belajar Siswa di Madrasah Ibtidaiyah Muhammadiyah 2 Probolinggo Romeli; Siti Fatimatuz Zahro; Khofifah Hoirun Nisa; Alan Ilzam Maulana; Nur Khosiah
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 1 No. 2 (2026): April
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v1i2.40

Abstract

Mathematics instruction at Muhammadiyah 2 Probolinggo Islamic Elementary School (Madrasah Ibtidaiyah Muhammadiyah 2 Probolinggo) plays an important role in developing students’ logical, critical, and systematic thinking skills. However, mathematics is often perceived by students as a difficult and less engaging subject, which may contribute to low learning interest and limited classroom participation. This condition highlights the need for instructional innovations that actively engage students in the learning process. One such approach is the problem-solving learning model, which emphasizes students’ active involvement in understanding, analyzing, and solving problems related to the learning material. This study aims to analyze the implementation of the problem-solving learning model in enhancing students’ learning interest and classroom engagement in mathematics instruction at Muhammadiyah 2 Probolinggo Islamic Elementary School. The study employs a qualitative descriptive design, with data collected through interviews, observations, and documentation. The findings indicate that the implementation of the problem-solving model enhances students’ learning interest, as reflected in increased attention, enthusiasm, and engagement with the learning materials. Student participation also improves, as demonstrated by greater involvement in group discussions, increased confidence in expressing ideas, and more active participation in problem-solving activities. Therefore, the problem-solving learning model can serve as an effective instructional innovation for improving the quality of mathematics learning in Islamic elementary education.
Model Pembentukan Karakter Santri Perspektif Ibn Khaldun dan Nurcholish Madjid Devita Hmidah Mabaiad; Khoiriyah Khoiriyah
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 1 No. 2 (2026): April
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v1i2.45

Abstract

Character education is an essential component of learning in Islamic boarding schools (pesantren), aiming to develop students who are not only knowledgeable in religious sciences but also possess strong moral character. This study aims to formulate a model of character formation for santri by integrating the educational thought of two influential Muslim intellectuals, Ibn Khaldun and Nurcholish Madjid. Ibn Khaldun’s concepts of ta'dib and asabiyyah emphasize moral habituation and the cultivation of social solidarity, while Madjid highlights rationality and intellectual freedom as essential dimensions of education. This study employs a qualitative literature review approach, drawing on scholarly sources related to the educational thought of both figures. The analysis focuses on the conceptual compatibility and potential synergy between their ideas and examines how their integration can contribute to character formation within the pesantren context. The findings indicate that integrating the educational perspectives of Ibn Khaldun and Nurcholish Madjid produces a holistic model of character formation in which Ibn Khaldun’s emphasis on moral habituation is combined with Madjid’s principles of rational inquiry and intellectual freedom. This integrated model is expected to cultivate santri who possess strong moral character while also developing critical thinking and adaptability in responding to social and global changes. By adopting such an integrated approach, pesantren can contribute to developing a generation of santri who are not only committed to religious practice but also equipped to navigate globalization and increasingly complex social diversity.
Rekonstruksi Kesejahteraan Psikologis Guru Madrasah melalui Integrasi Agentic Artificial Intelligence: Studi Fenomenologi tentang Pergeseran Mindset "Get to" vs "Got to" di Era Pendidikan 2026 Sri Sundari Hasan
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 1 No. 2 (2026): April
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v1i2.48

Abstract

Teacher stress and burnout have continued to intensify as systemic challenges in the post-pandemic era, requiring solutions that address not only structural conditions but also psychological well-being. The emergence of Agentic Artificial Intelligence (AAI) in 2026 presents new opportunities to automate administrative tasks while potentially transforming teachers’ overall professional experience. This study aims to explore how the integration of AAI facilitates a mindset shift among teachers from an obligation-oriented “got to” mindset toward an opportunity-oriented “get to” mindset, examined through the lenses of Self-Determination Theory (SDT) and the Job Demands–Resources (JD-R) model. Employing a qualitative phenomenological approach, data were collected through in-depth interviews with 15 teachers in Probolinggo, East Java, Indonesia, who had integrated AAI agents into their classroom practices. The findings indicate that delegating routine tasks to autonomous AI assistants not only reduces teachers’ cognitive workload but also reshapes their sense of professional autonomy, consistent with the SDT principles of autonomy and competence. At the same time, AAI-supported practices may strengthen the quality of teacher–student relationships, which function as an important social resource within the JD-R framework. This shift in professional mindset emerged as a key catalyst for reclaiming the joy of teaching. The study contributes theoretically to the growing literature on teacher well-being in the digital era and offers practical implications for policymakers seeking to develop ethical, human-centered AI ecosystems in education.
Integrasi Nilai-Nilai Maqashid Syariah Dalam Kurikulum Pendidikan Islam Kontemporer SMA/ MA Siti Yumnah
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 1 No. 2 (2026): April
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v1i2.49

Abstract

The relevance of Islamic education in the global era requires a curriculum that not only facilitates knowledge transfer but also fosters ethical and social awareness based on universal Islamic values. This study integrates Maqashid al-Shariah into the contemporary Islamic education curriculum at the senior secondary school level (SMA/MA) to address the fragmentation between religious teachings and modern challenges. The main argument is that Maqashid al-Shariah can serve as a curricular framework that balances spiritual, intellectual, and social dimensions. This study employs a qualitative approach using a literature review and content analysis of scholarly literature on curriculum theory, Islamic educational philosophy, and Maqashid al-Shariah. The data were obtained from academic literature, policy documents, and previous studies. The findings indicate that the integration of Maqashid al-Shariah can be implemented through three essential approaches. First, the conceptual approach establishes the five fundamental objectives of Islamic law (hifz al-din, hifz al-nafs, hifz al-‘aql, hifz al-nasl, and hifz al-mal) as the foundation of curricular values. Second, the pedagogical approach is realized through the development of learning strategies that emphasize the integration of rational, spiritual, and ethical dimensions. Third, the applicative approach is implemented through the development of a curriculum that is responsive to contemporary challenges, including religious moderation, social justice, and sustainability. This study is limited to a literature-based analysis and has not yet been empirically tested in educational institutions. Nevertheless, its findings are highly relevant to the development of a modern Islamic education curriculum. The originality of this study lies in its analysis integrating Maqashid al-Shariah with contemporary curriculum development, which can serve as a foundation for future applied research, particularly in madrasahs, higher education institutions, and other educational settings
Analisis Capaian Pembelajaran Pendidikan Agama Islam dan Budi Pekerti Kurikulum Merdeka Fase E Firda sari; Aries Revaldy
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 1 No. 2 (2026): April
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v1i2.50

Abstract

The ongoing transformation of the curriculum paradigm in Indonesia has introduced new concepts and approaches to educational provision. This study aims to analyze and describe the stages involved in analyzing Learning Outcomes (Capaian Pembelajaran/CP) and subsequently developing a Learning Objective Sequence (Alur Tujuan Pembelajaran) for Islamic Religious Education. The study employs a qualitative approach using a literature review method, with data collected through document analysis. The collected data were interpreted and analyzed through three stages: data condensation, data display, and conclusion drawing. The findings indicate that, before analyzing Learning Outcomes and developing a Learning Objective Sequence, educators must first understand the competencies and learning objectives to be achieved at each student phase. Each targeted competency serves as the basis for formulating competency indicators, which ultimately contribute to the achievement of learning objectives, particularly in Islamic Religious Education. The findings highlight the importance of educators’ conceptual understanding of competency progression and phase-based learning outcomes in designing coherent and goal-oriented Islamic Religious Education curricula.
Strategi Guru Dalam Menanamkan Akhlakul Kharimah Di Era Digital Pada Siswa MI Intisyarul Ulum Kelas VI Vina Rahmawati; Nur Khosiah; Silvia Anggraini; Rahma Dwi Nuraini
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 1 No. 2 (2026): April
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v1i2.51

Abstract

This study aims to describe the moral character of sixth-grade students at MI Intisyarul Ulum in the digital era, identify the factors influencing their moral development, and analyze teachers’ strategies for cultivating akhlakul karimah (virtuous Islamic character). The study employed a qualitative descriptive approach. Data were collected through observation, in-depth interviews, and documentation involving four informants: two classroom teachers, one Islamic Religious Education teacher, and the school principal. Data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. Data validity was established through source and technique triangulation. The findings reveal that students’ moral character exhibits complex dynamics. Positive behaviors, such as concern for others and participation in religious activities, remain evident; however, declines were observed in discipline, language etiquette, and respect toward teachers. Family factors emerged as the most dominant influence, followed by the school environment and exposure to digital media. Teachers cultivate akhlakul karimah through religious habituation, role modeling, and dialogical approaches adapted to students’ characteristics in the digital era. The findings indicate that combining religious habituation with dialogical approaches and teacher role modeling constitutes an effective strategy for developing students’ moral character in the digital era. Therefore, sustained synergy between schools and families is necessary to strengthen the internalization of moral values, enabling students to use technology wisely without losing their moral and religious character.
Nilai-Nilai Pendidikan Islam dalam QS. Al-Mujadalah Ayat 11: Kajian Tafsir tentang Keutamaan Ilmu Pengetahuan Sulkifli Sulkifli; Nurul Azizah; Nur Fadilah; Muh Khaikal
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 2 No. 1 (2026): October (In Progress)
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v2i1.55

Abstract

The Qur’an, through Surah Al-Mujadalah, verse 11, provides a strong theological foundation for the integration of faith and knowledge as a primary determinant of human dignity. This study aims to examine in depth the concept of knowledge from the Qur’anic perspective, with a particular focus on the theological and pedagogical analysis of Surah Al-Mujadalah, verse 11. This study employs a descriptive qualitative approach through library research using a thematic interpretation approach. Primary data were derived from the Qur’anic text and authoritative works of Qur’anic exegesis. The findings indicate that QS. Al-Mujadalah verse 11 establishes a hierarchy of human dignity based on the integration of faith and knowledge, rather than on social status or material possessions. This finding further demonstrates that the elevation of human status encompasses both worldly and eschatological dimensions: worldly authority grounded in moral integrity and an elevated position in the sight of Allah in the hereafter. The implications of this study for contemporary Islamic education highlight the importance of eliminating the dichotomy or separation between religious and secular knowledge in order to cultivate insan kamil individuals who achieve a balance between intellectual intelligence, spiritual depth, and social responsibility. This study concludes that the virtue of knowledge in Islam is consistently grounded in values that connect theory, faith, and concrete practice.
Nilai-Nilai Pendidikan Karakter Dalam Konsep Kelemahan Manusia Perspektif Al-Qur’an: Studi Tafsir QS. Ar-Rum Ayat 54 Dan QS. Al-Ma’arij Ayat 19-27 Pebry Salsa Saputri; Shofiyah; Muhammad Zulfikar; Sulkifli; Sasmir
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 2 No. 1 (2026): October (In Progress)
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v2i1.63

Abstract

This study aims to examine the character education values embedded in the concept of human weakness from the perspective of Qur’anic exegesis, particularly QS. Ar-Rum verse 54 and QS. Al-Ma’arij verses 19–27, and to integrate these values with Daniel Goleman’s theory of emotional intelligence in response to the challenges of character education in the digital era. The character crisis in the digital era, characterized by existential anxiety and declining empathy, calls for a more applicable theological reinterpretation. This study employs a qualitative approach using library research, involving an in-depth analysis of Qur’anic exegesis and contemporary psychological literature. The findings indicate that the Qur’an portrays human weakness as part of an existential dynamic. QS. Ar-Rum verse 54 describes the cyclical nature of human life, progressing from weakness to strength and returning to weakness, while QS. Al-Ma’arij verses 19–27 portrays fundamental human tendencies toward anxiety (halu‘an) and miserliness (manu‘an). The synthesis of the findings demonstrates that these values correspond closely with Daniel Goleman’s pillars of emotional intelligence. Self-awareness serves as an instrument for understanding and responding to the different stages of life described in QS. Ar-Rum verse 54, while self-regulation, empathy, and social skills provide approaches to addressing the tendencies of halu‘an and manu‘an described in QS. Al-Ma’arij verses 19–27. This study concludes that effective character education in the digital era should integrate the strengthening of Qur’anic spirituality with the development of emotional intelligence, enabling individuals to transcend their inherent human weaknesses.
Transformasi Pendidikan Islam di Nusantara: Perspektif Historis terhadap Peradaban Islam Modern Jelita Sabila Anjani; Dhurrotul Khusnia; Rio Maharani
Tarbiyah Islamiah: Jurnal Inovasi Pendidikan Islam Vol. 2 No. 1 (2026): October (In Progress)
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/tijipi.v2i1.66

Abstract

Education serves as a crucial medium for transforming values, culture, and knowledge in the development of modern society while contributing to the liberation of Muslims from the constraints of backwardness. Although numerous studies have examined the history of Islamic education in the Indonesian archipelago, most have focused on chronological descriptions of the development of educational institutions and have paid limited attention to integrating these historical dynamics with efforts to reconstruct contemporary Islamic education curricula. Addressing this gap, this study aims to trace the evolution of Islamic education from the thirteenth century to the contemporary era, with particular emphasis on the role of traditional institutions such as pesantren and the transformation of their curricula. This study employs a qualitative method with a historical-descriptive approach, as developed by Pratama and Apriani (2023). Data were obtained through an examination of various historiographical sources on Islamic education in the Indonesian archipelago and were systematically analyzed to identify the dynamics of Islamic educational development. The findings indicate that Islamic education in the Indonesian archipelago developed through a synthesis of traditional values and educational modernization without abandoning its Islamic identity. This process strengthened the role of Islamic educational institutions as centers for character formation, knowledge development, and the preservation of local wisdom, while maintaining their relevance in responding to the challenges of modern society.

Page 2 of 3 | Total Record : 23

 1   2   3 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 1 (2026): October (In Progress) Vol. 1 No. 2 (2026): April Vol. 1 No. 1 (2025): October