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TARBIYA : Journal Education in Muslim Society
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561416     EISSN : 24429848     DOI : -
Core Subject : Education,
Education
TARBIYA: Journal of Education in Muslim Society is a peer-reviewed journal on education in the Muslim world. This journal is published by the Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatullah Jakarta, in partnership with HSPAI (Scholars of Islamic Education), an affiliate of ISPI( Association of Indonesian Scholars of Education). Editors welcome scholars, researchers and practitioners of education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. P-ISSN: 2356-1416 E-ISSN: 2442-9848
Arjuna Subject : -
Articles 445 Documents
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AI-Gamification in Qur’anic Learning: Assessing Indonesian Islamic Religious Education Teachers’ Readiness for Generation Alpha Artha Nugraha, Nursani Awal; Firmansyah, Mokh. Iman; Nugraha, Risris Hari
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 12 NO. 1 2025
Publisher : Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v12i1.50479

Abstract

AbstractThis study investigates the readiness of Indonesian Islamic Religious Education (PAI) teachers at the lower secondary level to integrate AI-based gamification into Qur’anic learning for Generation Alpha students. As part of the Transformative Tilawah research program, the study also provides initial validity evidence for the TRAIGE instrument, which measures five dimensions of readiness: technical, pedagogical, content, perceived usefulness, and institutional readiness. Using a convergent mixed-methods design, data were collected through a survey of 30 teachers and semi-structured interviews with 5 participants selected through purposive network sampling. Quantitative data were analyzed descriptively, while qualitative data were examined using reflexive thematic analysis. The findings show that overall teacher readiness is high (M = 81.50; 81.5%). Technical readiness is the strongest dimension (87.2%), whereas pedagogical readiness is the weakest (78.9%). Perceived usefulness is very high (82.0%), indicating positive views of AI-gamification for motivation and learning outcomes. However, a support-capacity gap persists: leadership is supportive, but training and technical assistance remain limited. Implementation therefore requires ethical design, pedagogical strengthening, and stronger institutional support.   AbstrakPenelitian ini mengkaji kesiapan guru Pendidikan Agama Islam (PAI) tingkat SMP di Indonesia dalam mengintegrasikan gamifikasi berbasis AI ke dalam pembelajaran Al-Qur’an bagi Generasi Alpha. Sebagai bagian dari program riset Transformative Tilawah, studi ini juga memberikan bukti validitas awal terhadap instrumen TRAIGE yang mengukur lima dimensi kesiapan, yaitu kesiapan teknis, pedagogis, konten, persepsi kegunaan, dan dukungan institusional. Penelitian menggunakan desain mixed methods konvergen dengan pengumpulan data melalui survei terhadap 30 guru serta wawancara semi-terstruktur dengan 5 partisipan yang dipilih melalui purposive network sampling. Data kuantitatif dianalisis secara deskriptif, sedangkan data kualitatif dianalisis menggunakan reflexive thematic analysis. Hasil penelitian menunjukkan bahwa kesiapan guru secara umum berada pada kategori tinggi (M = 81,50; 81,5%). Kesiapan teknis menjadi dimensi terkuat (87,2%), sedangkan kesiapan pedagogis menjadi yang terendah (78,9%). Persepsi kegunaan berada pada kategori sangat tinggi (82,0%). Namun, masih terdapat kesenjangan antara dukungan pimpinan dan kapasitas nyata sekolah, terutama dalam pelatihan dan bantuan teknis. Karena itu, implementasi memerlukan desain etis, penguatan pedagogis, dan dukungan institusional yang lebih kuat.    
Development of Edusmart as an AI-Based Adaptive Learning Application for Needs Analysis Among Indonesian Primary School Students sunaryati, Titin Sunaryati; Widodo, Edi; Firdaus, Ahmad; Sudharsono, Muhamad; Rayyan, Muhammad Faiz
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 12 NO. 2 2025
Publisher : Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v12i2.46582

Abstract

Abstract Digital transformation in primary education requires learning tools that can support competency-based assessment and respond to students’ diverse learning needs. However, conventional evaluation practices often provide limited diagnostic information for teachers when planning differentiated instruction. This study aimed to develop and conduct an initial classroom trial of EduSmart, an AI-supported adaptive learning application designed to classify students’ competency levels and provide learning recommendations based on quiz performance. The study employed a Research and Development (R&D) approach using the ADDIE model. Participants consisted of 66 fifth-grade students from three public elementary schools in Bekasi Regency. Data were collected through observations, interviews, expert validation, user response questionnaires, and learning outcome tests using a one-group pretest–posttest design. Quantitative data were analyzed using descriptive statistics, paired-sample t-test, and N-Gain analysis, while qualitative data were analyzed thematically with NVivo support. The results showed that EduSmart was rated very feasible by experts, with an average score of 4.5 out of 5. The paired-sample t-test indicated a significant difference between pretest and posttest scores (p < .001), with a mean improvement of 15.68 points. The average N-Gain score was 0.42, indicating moderate improvement. Qualitative findings showed that students responded positively to EduSmart, particularly in terms of ease of use, learning relevance, and motivation. Since the study did not involve a control group, these findings should be interpreted as preliminary evidence of EduSmart’s potential to support adaptive and data-informed learning in primary education.   Abstrak Transformasi digital dalam pendidikan dasar membutuhkan perangkat pembelajaran yang mampu mendukung asesmen berbasis kompetensi dan merespons kebutuhan belajar siswa yang beragam. Namun, praktik evaluasi konvensional sering kali belum memberikan informasi diagnostik yang cukup bagi guru dalam merancang pembelajaran terdiferensiasi. Penelitian ini bertujuan mengembangkan dan melakukan uji coba awal aplikasi EduSmart, yaitu aplikasi pembelajaran adaptif berbasis AI yang dirancang untuk mengklasifikasikan tingkat kompetensi siswa dan memberikan rekomendasi belajar berdasarkan hasil kuis. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model ADDIE. Partisipan penelitian terdiri atas 66 siswa kelas V dari tiga sekolah dasar negeri di Kabupaten Bekasi. Data dikumpulkan melalui observasi, wawancara, validasi ahli, angket respons pengguna, serta tes hasil belajar dengan desain one-group pretest–posttest. Data kuantitatif dianalisis menggunakan statistik deskriptif, paired-sample t-test, dan N-Gain, sedangkan data kualitatif dianalisis secara tematik dengan bantuan NVivo. Hasil penelitian menunjukkan bahwa EduSmart dinilai sangat layak oleh ahli dengan skor rata-rata 4,5 dari 5. Hasil paired-sample t-test menunjukkan perbedaan yang signifikan antara skor pretest dan posttest (p < .001), dengan peningkatan rata-rata sebesar 15,68 poin. Nilai rata-rata N-Gain sebesar 0,42 menunjukkan peningkatan pada kategori sedang. Temuan kualitatif menunjukkan bahwa siswa merespons EduSmart secara positif, terutama pada aspek kemudahan penggunaan, relevansi pembelajaran, dan motivasi belajar. Karena penelitian ini tidak menggunakan kelompok kontrol, temuan tersebut perlu dipahami sebagai bukti awal mengenai potensi EduSmart dalam mendukung pembelajaran adaptif dan berbasis data di pendidikan dasar.
Code-Switching, Translanguaging, and Linguistic Identity in Multilingual Arabic Language Learning Sahrani; Azis, Abdul; Lu’luil Maknun; Muhammad Mugni Assapari
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 12 NO. 2 2025
Publisher : Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v12i2.50609

Abstract

Abstract This qualitative case study examines how code-switching and translanguaging operate in multilingual Arabic language classrooms and how they shape learners’ linguistic identity. Grounded in sociolinguistic variation theory and translanguaging perspectives, the study was conducted in an Arabic Language Education programme at an Indonesian university. Participants were 25 undergraduate students and 2 instructors. Data were collected through six classroom observations, semi-structured interviews with ten students and two instructors, and analysis of instructional documents. The findings show that learners shifted among Arabic, Bahasa Indonesia, English, and local languages when they faced lexical, grammatical, or conceptual difficulty. Instructors also used strategic code-switching to clarify Arabic concepts and sustain participation. These practices supported comprehension, reduced anxiety, and enabled students to negotiate academic, religious, and social identities. Arabic was associated with pride, religious affiliation, and academic belonging, whereas rigid Arabic-only expectations sometimes limited participation. The study argues that selective code-switching and translanguaging can function as pedagogical resources when they support, rather than replace, Arabic proficiency development.   Abstrak Penelitian studi kasus kualitatif ini mengkaji bagaimana alih kode dan translanguaging berlangsung dalam kelas bahasa Arab multibahasa serta bagaimana keduanya membentuk identitas linguistik mahasiswa. Berlandaskan teori variasi sosiolinguistik dan perspektif translanguaging, penelitian dilakukan pada program Pendidikan Bahasa Arab di sebuah universitas di Indonesia. Partisipan terdiri atas 25 mahasiswa sarjana dan 2 dosen. Data dikumpulkan melalui enam observasi kelas, wawancara semi-terstruktur dengan sepuluh mahasiswa dan dua dosen, serta analisis dokumen pembelajaran. Temuan menunjukkan bahwa mahasiswa berpindah antara bahasa Arab, Bahasa Indonesia, bahasa Inggris, dan bahasa daerah ketika menghadapi kesulitan leksikal, gramatikal, atau konseptual. Dosen juga menggunakan alih kode secara strategis untuk menjelaskan konsep bahasa Arab dan menjaga partisipasi kelas. Praktik ini membantu pemahaman, mengurangi kecemasan, dan memungkinkan mahasiswa menegosiasikan identitas akademik, religius, dan sosial. Bahasa Arab dikaitkan dengan kebanggaan, afiliasi religius, dan keberadaan akademik, sedangkan tuntutan penggunaan bahasa Arab secara kaku kadang membatasi partisipasi. Penelitian ini menegaskan bahwa alih kode dan translanguaging yang selektif dapat menjadi sumber pedagogis apabila mendukung, bukan menggantikan, pengembangan kemahiran bahasa Arab.  
A Hybrid Islamic Pedagogy Model for Generation Alpha Character Education in the Digital Era Murdianto; Yorman; Azman Che Mat
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 12 NO. 2 2025
Publisher : Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v12i2.51276

Abstract

Abstract Digital culture has influenced how students learn, interact, and form moral references, creating new challenges for character education in Islamic boarding schools. This study examines character education for Generation Alpha at Al-Raisiyah Islamic Boarding School, Sekarbela, Mataram, and formulates a digital-adaptive model grounded in pesantren traditions and Sasak local values. The research used a qualitative approach with an interpretivist paradigm and an intrinsic case study design. Data were collected from January to April 2025 through participatory observation, semi-structured interviews, and documentation studies. Participants included 14 Generation Alpha students, 6 kyai/ustadz, and 4 pesantren managers selected purposively. Data analysis followed the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, conclusion drawing, and verification. The findings indicate that digital culture affects students’ concentration, learning patterns, and moral references. Al-Raisiyah responds through daily habituation, relational exemplarity of kyai and ustadz, communal supervision, Sasak cultural values, selective guidance in digital media use, and digital ethical literacy. The study proposes a hybrid Islamic pedagogy model that combines religious discipline, local wisdom, moral authority, and responsible digital engagement in pesantren education.   Abstrak Budaya digital telah memengaruhi cara siswa belajar, berinteraksi, dan membentuk rujukan moral, sehingga menghadirkan tantangan baru bagi pendidikan karakter di pesantren. Penelitian ini mengkaji pendidikan karakter Generasi Alpha di Pesantren Al-Raisiyah, Sekarbela, Mataram, dan merumuskan model adaptif berbasis tradisi pesantren serta nilai lokal Sasak. Penelitian menggunakan pendekatan kualitatif dengan paradigma interpretatif dan desain studi kasus intrinsik. Data dikumpulkan pada Januari–April 2025 melalui observasi partisipatif, wawancara semi-terstruktur, dan studi dokumentasi. Partisipan terdiri atas 14 siswa Generasi Alpha, 6 kyai/ustadz, dan 4 pengelola pesantren yang dipilih secara purposif. Analisis data mengikuti model interaktif Miles, Huberman, dan Saldaña melalui kondensasi data, penyajian data, penarikan kesimpulan, dan verifikasi. Hasil penelitian menunjukkan bahwa budaya digital memengaruhi konsentrasi, pola belajar, dan rujukan moral siswa. Al-Raisiyah meresponsnya melalui pembiasaan sehari-hari, keteladanan relasional kyai dan ustadz, pengawasan komunal, nilai budaya Sasak, bimbingan selektif penggunaan media digital, dan literasi etika digital. Penelitian ini menawarkan model pendidikan karakter berbasis pesantren yang menghubungkan disiplin keagamaan, kearifan lokal, otoritas moral, dan keterlibatan digital yang bertanggung jawab. Temuan ini memberi kontribusi praktis bagi penguatan pendidikan karakter pesantren di era digital secara berkelanjutan.  
Parents' Conceptions of Islamic Religious Education for Indonesian Early Childhood Maila D.H. Rahiem; Lidinia Marhamah
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 12 NO. 2 2025
Publisher : Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v12i2.51595

Abstract

Abstract This study examines how Indonesian Muslim parents conceptualize Islamic religious education for young children. Although early childhood Islamic education is widely valued in Indonesia, less is known about how parents themselves define its aims, appropriate starting age, core content, and pedagogical form. The study draws on 35 written interview responses from parents living in six Indonesian provinces: Banten, Jakarta Special Capital Region (DKI Jakarta), East Java, South Sumatra, West Kalimantan, and West Java. Using reflexive thematic analysis, the responses were read in Indonesian, coded inductively, and organized into themes that connect parental language with educational interpretation. The findings show that parents do not imagine Islamic religious education as a narrow subject or a set of isolated religious facts. They describe it as an early foundation for moral life, faith orientation, ritual familiarity, and everyday character formation. Parents believe religious education should begin early, often from infancy or the preschool years, because young children imitate adults, absorb routines, and learn through repeated practice. The parent-imagined curriculum includes knowing God, daily prayers, basic ritual practices, Qur'anic literacy, prophetic stories, and everyday moral etiquette. The preferred pedagogy is relational and gentle: modeling, practice, storytelling, singing, play, visual media, and patient repetition. The study contributes to Islamic education and early childhood education by conceptualizing parents’ views as an integrated model of faith formation, moral habituation, ritual practice, and developmentally appropriate pedagogy.   Abstrak Studi ini mengkaji bagaimana orang tua Muslim Indonesia mengonseptualisasikan pendidikan agama Islam bagi anak usia dini. Meskipun pendidikan Islam pada anak usia dini sangat dihargai di Indonesia, masih belum banyak diketahui bagaimana orang tua sendiri mendefinisikan tujuan, usia awal yang tepat, materi inti, dan bentuk pedagogis pendidikan tersebut. Penelitian ini menggunakan 35 respons wawancara tertulis dari orang tua yang tinggal di enam provinsi di Indonesia, yaitu Banten, Daerah Khusus Ibu Kota Jakarta (DKI Jakarta), Jawa Timur, Sumatra Selatan, Kalimantan Barat, dan Jawa Barat. Dengan menggunakan analisis tematik refleksif, respons dibaca dalam bahasa Indonesia, dikodekan secara induktif, dan diorganisasikan ke dalam tema-tema yang menghubungkan bahasa orang tua dengan interpretasi pendidikan. Temuan menunjukkan bahwa orang tua tidak memandang pendidikan agama Islam sebagai mata pelajaran yang sempit atau sekumpulan fakta keagamaan yang terpisah. Mereka menggambarkannya sebagai fondasi awal bagi kehidupan moral, orientasi keimanan, pengenalan praktik ibadah, dan pembentukan karakter sehari-hari. Orang tua meyakini bahwa pendidikan agama sebaiknya dimulai sejak dini, sering kali sejak masa bayi atau usia prasekolah, karena anak usia dini meniru orang dewasa, menyerap rutinitas, dan belajar melalui praktik yang berulang. Kurikulum yang dibayangkan oleh orang tua mencakup pengenalan kepada Tuhan, doa sehari-hari, praktik ibadah dasar, literasi Al-Qur’an, kisah-kisah nabi, dan adab moral dalam kehidupan sehari-hari. Pendekatan pedagogis yang lebih disukai bersifat relasional dan lembut, meliputi keteladanan, praktik, bercerita, bernyanyi, bermain, penggunaan media visual, dan pengulangan yang sabar. Studi ini berkontribusi pada kajian pendidikan Islam dan pendidikan anak usia dini dengan mengonseptualisasikan pandangan orang tua sebagai model terpadu pembentukan iman, pembiasaan moral, praktik ibadah, dan pedagogi yang sesuai dengan tahap perkembangan anak.  

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