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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 457 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 Titin Sunaryati sunaryati; Edi Widodo; Ahmad Firdaus; Muhamad Sudharsono; Muhammad Faiz Rayyan
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; Abdul Azis; 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.  
School Climate and Bullying Prevention in Inclusive Education: Implications for Inclusive Madrasahs Sita Husnul Khotimah; Apit Dulyapit; Husnul Khotimah; Abdul Rosyid Teguhdin Hamid; Khasanah
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 13 NO. 1 2026
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.v13i1.50620

Abstract

Abstract School climate is often linked to bullying outcomes, but its relevance to inclusive madrasahs has not been brought together in a focused review. Following PRISMA 2020, we searched Scopus and Google Scholar on 29 March 2025 and used Publish or Perish to retrieve and manage records. Search terms combined “school climate,” “bullying,” “bullying prevention,” “inclusive education,” and “inclusive school.” The search produced 300 records; after removing 42 duplicates, we screened 258 records, assessed 60 full-text articles, and retained 29 studies for thematic synthesis. We appraised each study for clarity of purpose, methodological fit, description of context, adequacy of reporting, and relevance to the review question. Four dimensions appeared repeatedly: teacher–student relationships, peer relationships, perceived school safety, and anti-bullying policies. Supportive relationships, a stronger sense of safety, and policies that were applied consistently tended to accompany lower bullying involvement and better social inclusion. Because most studies were correlational and were conducted in general or inclusive schools rather than madrasahs, the findings do not establish effectiveness in inclusive madrasahs. They instead provide a framework that requires local testing. Rahmah, ukhuwah, and adab offer an ethical vocabulary for connecting the four dimensions with teacher practice, peer support, accessible reporting, and school governance. The evidence favors a whole-school approach over isolated anti-bullying activities.   Abstrak Iklim sekolah sering dikaitkan dengan hasil perundungan, tetapi relevansinya dalam konteks madrasah inklusif belum banyak dihimpun dalam kajian yang terfokus. Dengan mengikuti pedoman PRISMA 2020, penelitian ini menelusuri artikel melalui Scopus dan Google Scholar pada 29 Maret 2025 serta menggunakan Publish or Perish untuk mengambil dan mengelola data publikasi. Kata kunci pencarian menggabungkan istilah school climate, bullying, bullying prevention, inclusive education, dan inclusive school. Hasil pencarian memperoleh 300 artikel; setelah 42 duplikasi dihapus, sebanyak 258 artikel disaring, 60 artikel teks lengkap dinilai kelayakannya, dan 29 studi dipertahankan untuk sintesis tematik. Setiap studi dinilai berdasarkan kejelasan tujuan, kesesuaian metodologi, deskripsi konteks, kecukupan pelaporan, dan relevansi terhadap pertanyaan kajian. Empat dimensi yang muncul secara berulang adalah hubungan guru–siswa, hubungan antarteman sebaya, persepsi terhadap keamanan sekolah, dan kebijakan anti-perundungan. Hubungan yang suportif, rasa aman yang lebih kuat, serta kebijakan yang diterapkan secara konsisten cenderung berkaitan dengan rendahnya keterlibatan dalam perundungan dan meningkatnya inklusi sosial. Karena sebagian besar studi bersifat korelasional dan dilakukan pada sekolah umum atau sekolah inklusif, bukan secara khusus pada madrasah, temuan ini belum dapat membuktikan efektivitasnya dalam konteks madrasah inklusif. Temuan tersebut lebih tepat dipahami sebagai kerangka awal yang masih memerlukan pengujian lokal. Nilai rahmah, ukhuwah, dan adab menawarkan kosakata etis untuk menghubungkan keempat dimensi tersebut dengan praktik guru, dukungan teman sebaya, pelaporan yang mudah diakses, dan tata kelola sekolah. Bukti yang tersedia lebih mendukung pendekatan menyeluruh berbasis sekolah dibandingkan kegiatan anti-perundungan yang bersifat terpisah atau parsial.  
Optimizing Research Governance to Enhance Educational Quality at Syarif Hidayatullah State Islamic University of Jakarta Abd. Rozak; Azkia Muharom Albantani; Bilqis Khoiriyyah; Bilqis Naufi
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.v12i2.50628

Abstract

Abstract Islamic higher education faces a continuing challenge in aligning institutional academic outputs with labor market needs and societal demands. This study evaluates research governance at UIN Syarif Hidayatullah Jakarta by examining how research management supports or constrains the integration of teaching, research, and community engagement within the Tridharma framework. Using a convergent parallel mixed-methods design, the study combines institutional data from SIAPP, SINTA, and SciVal, structured survey data, interviews with research governance stakeholders, and discourse analysis of policy documents from 2019 to 2024. The findings show that the Output Cost Standard, SIAPP system, and “The Seven Hypes” thematic framework have strengthened administrative control, proposal management, and research direction. However, the data also reveal fluctuating research grants, including 1,046 funded projects during 2019–2023, a decline in publication output after its 2021 peak, and limited participation in the 2024 competency-based research program, with only 33 of 81 study programs submitting proposals. The study concludes that research governance should move beyond administrative compliance toward stronger integration with curriculum development, teaching innovation, student involvement, and community engagement. Abstrak Pendidikan tinggi Islam masih menghadapi tantangan dalam menyelaraskan output akademik institusi dengan kebutuhan pasar kerja dan tuntutan masyarakat. Penelitian ini mengevaluasi tata kelola penelitian di UIN Syarif Hidayatullah Jakarta dengan menelaah bagaimana manajemen penelitian mendukung atau menghambat integrasi pengajaran, penelitian, dan pengabdian kepada masyarakat dalam kerangka Tridharma. Dengan menggunakan desain convergent parallel mixed methods, penelitian ini menggabungkan data institusional dari SIAPP, SINTA, dan SciVal, data survei terstruktur, wawancara dengan pemangku kepentingan tata kelola penelitian, serta analisis wacana terhadap dokumen kebijakan periode 2019–2024. Temuan menunjukkan bahwa Standar Biaya Keluaran, sistem SIAPP, dan kerangka tematik “The Seven Hypes” telah memperkuat kontrol administratif, pengelolaan proposal, dan arah penelitian. Namun, data juga menunjukkan fluktuasi hibah penelitian, termasuk 1.046 penelitian yang didanai pada 2019–2023, penurunan publikasi setelah mencapai puncak pada 2021, serta rendahnya partisipasi dalam program riset berbasis kompetensi 2024, dengan hanya 33 dari 81 program studi yang mengajukan proposal. Penelitian ini menyimpulkan bahwa tata kelola penelitian perlu bergerak melampaui kepatuhan administratif menuju integrasi yang lebih kuat dengan pengembangan kurikulum, inovasi pengajaran, keterlibatan mahasiswa, dan pengabdian masyarakat.  
Developing a Project-Based Learning Module to Enhance Elementary Students’ Creativity in Indonesian Language Learning Mulyanto Widodo; Farida Ariyani; Siti Samhati; Figo Fajar Aprian; Siti Asmaul Husna
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 13 NO. 1 2026
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.v13i1.51070

Abstract

Abstract This study developed and evaluated a project-based learning (PjBL) module for Grade 5 Indonesian language lessons on the intrinsic elements of literary texts. Following the ADDIE model, the study combined expert validation, limited practicality testing, and a one-group pretest-posttest field trial. Three experts assessed content, language, and media; six teachers and six students joined the limited trial; and 33 students at SDN 3 Karang Anyar, Bandar Lampung, completed the field implementation. Data were collected through validation sheets, observations, questionnaires, interviews, and creativity tests. Aiken’s V coefficients were .765 for content, .776 for language, and .938 for media. Practicality scores were 88% from teachers and 85% from students. Mean creativity scores increased from 37.73 to 88.11, with a normalized gain of .81. The findings provide preliminary evidence that the module is usable and can support creative responses to literary texts, although the single-group design does not permit a causal inference. Abstrak Penelitian ini mengembangkan dan mengevaluasi modul pembelajaran berbasis proyek (Project-Based Learning/PjBL) untuk pembelajaran Bahasa Indonesia kelas V pada materi unsur intrinsik teks sastra. Mengikuti model ADDIE, penelitian ini menggabungkan validasi ahli, uji kepraktisan terbatas, dan uji lapangan dengan desain satu kelompok pretest-posttest. Tiga orang ahli menilai aspek materi, bahasa, dan media; enam guru dan enam siswa berpartisipasi dalam uji terbatas; serta 33 siswa di SDN 3 Karang Anyar, Bandar Lampung, mengikuti implementasi di lapangan. Data dikumpulkan melalui lembar validasi, observasi, angket, wawancara, dan tes kreativitas. Koefisien Aiken’s V sebesar 0,765 untuk aspek materi, 0,776 untuk aspek bahasa, dan 0,938 untuk aspek media. Skor kepraktisan mencapai 88% berdasarkan penilaian guru dan 85% berdasarkan penilaian siswa. Rata-rata skor kreativitas meningkat dari 37,73 menjadi 88,11, dengan nilai gain ternormalisasi sebesar 0,81. Temuan ini memberikan bukti awal bahwa modul yang dikembangkan layak digunakan dan berpotensi mendukung respons kreatif siswa terhadap teks sastra, meskipun desain satu kelompok yang digunakan belum memungkinkan penarikan kesimpulan kausal.
Leading Within Boundaries: Leadership Practices for Enhancing Teacher Well-Being in Pesantren-Based Schools Akmal Mundiri; Hasan Baharun; Najiburrohman; Rahimah Embong
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.v12i2.51105

Abstract

Abstract Teachers in pesantren (Islamic boarding schools) often work at the intersection of institutional obligations, religious devotion, and personal life, making their psychological well-being vulnerable to emotional strain and blurred work-life boundaries. Although educational leadership research has examined formal management and organizational support, little is known about how everyday leadership practices protect teachers' psychological well-being in pesantren-based schools. This study investigates how leadership behaviors preserve and enhance teacher well-being in two Indonesian Islamic boarding schools. Using a qualitative multiple-case study design, data were collected from 18 participants, including principals, teachers, and administrative staff, through semi-structured interviews, participant observation, and document analysis between January and April 2025. The data were analyzed using inductive thematic analysis and cross-case comparison. The findings identify three mutually reinforcing leadership dimensions: relational leadership through exemplary conduct, collegiality, and caring interactions; spiritual leadership through the reinforcement of religious and professional meaning; and managerial leadership through empowerment, recognition, workload regulation, and collective responsibility. The study proposes boundary-setting leadership as an integrated model that combines relational, spiritual, and managerial practices to sustain teachers' psychological well-being in pesantren-based schools. This model contributes to debates on educational leadership in faith-based institutions by showing how leaders negotiate institutional commitment and teachers' need for psychological sustainability.   Abstrak Guru di pesantren sering bekerja pada persinggungan antara kewajiban institusional, pengabdian keagamaan, dan kehidupan pribadi, sehingga kesejahteraan psikologis mereka rentan terhadap tekanan emosional dan kaburnya batas antara pekerjaan dan kehidupan pribadi. Meskipun penelitian tentang kepemimpinan pendidikan telah banyak membahas manajemen formal dan dukungan organisasi, masih sedikit kajian yang menjelaskan bagaimana praktik kepemimpinan sehari-hari melindungi kesejahteraan psikologis guru di sekolah berbasis pesantren. Penelitian ini mengkaji bagaimana perilaku kepemimpinan mempertahankan dan meningkatkan kesejahteraan guru di dua pesantren di Indonesia. Dengan menggunakan desain studi kasus ganda kualitatif, data dikumpulkan dari 18 partisipan, yang terdiri atas pimpinan sekolah, guru, dan staf administrasi, melalui wawancara semi-terstruktur, observasi partisipatif, dan analisis dokumen pada periode Januari hingga April 2025. Data dianalisis menggunakan analisis tematik induktif dan perbandingan lintas kasus. Temuan penelitian mengidentifikasi tiga dimensi kepemimpinan yang saling menguatkan, yaitu kepemimpinan relasional melalui keteladanan, kolegialitas, dan interaksi yang penuh kepedulian; kepemimpinan spiritual melalui penguatan makna religius dan profesional; serta kepemimpinan manajerial melalui pemberdayaan, pengakuan, pengaturan beban kerja, dan tanggung jawab kolektif. Penelitian ini mengusulkan kepemimpinan penetapan batas kerja sebagai model terpadu yang menggabungkan praktik relasional, spiritual, dan manajerial untuk menopang kesejahteraan psikologis guru di sekolah berbasis pesantren. Model ini berkontribusi pada diskursus kepemimpinan pendidikan di lembaga berbasis keagamaan dengan menunjukkan bagaimana para pemimpin menegosiasikan komitmen institusional dan kebutuhan guru akan keberlanjutan psikologis.  
Systemic Transformation Readiness of Arabic Language Education in Indonesia: Structural Gaps and Reform Imperatives Kartini; Naidin Syamsuddin; Muhammad Irfan Hasanuddin; M. Ilham
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 13 NO. 1 2026
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.v13i1.51232

Abstract

Abstract This study examines the readiness of Arabic language education in Indonesia for systemic transformation amid technological, sociocultural, and employment-related disruption. It asks how the system can be redesigned to remain relevant, adaptive, and responsive to contemporary academic and professional needs. Using a qualitative systemic-analysis design, the study analyzed 30 documents comprising 10 national policy and regulatory documents and 20 peer-reviewed scholarly publications. Data were coded through a structured document-analysis protocol and examined using policy mapping, qualitative content analysis, and systemic synthesis. The findings indicate uneven readiness across seven analytical domains. Policy and governance frameworks show the strongest reform momentum, whereas curriculum flexibility, pedagogical innovation, teacher capacity, assessment reform, and learner competency alignment remain moderate to low. The most persistent weakness is the dominance of a religious-textual orientation without sufficient integration of communicative, functional, and professional competencies. The study proposes a six-layer transformation framework connecting epistemological reorientation, curriculum redesign, pedagogical innovation, teacher capacity development, governance coordination, and competency-based assessment. The framework offers a conceptual basis for coordinated policy and institutional reform, although its effectiveness requires empirical validation in classrooms and institutions. Abstrak Penelitian ini mengkaji kesiapan pendidikan bahasa Arab di Indonesia untuk melakukan transformasi sistemik di tengah disrupsi teknologi, perubahan sosiokultural, dan tuntutan dunia kerja. Penelitian ini menelaah bagaimana sistem pendidikan bahasa Arab dapat dirancang ulang agar tetap relevan, adaptif, dan responsif terhadap kebutuhan akademik serta profesional kontemporer. Dengan menggunakan desain analisis sistemik kualitatif, penelitian ini menganalisis 30 dokumen yang terdiri atas 10 dokumen kebijakan dan regulasi nasional serta 20 publikasi ilmiah yang ditelaah. Data dikodekan melalui protokol analisis dokumen terstruktur, kemudian dianalisis menggunakan pemetaan kebijakan, analisis isi kualitatif, dan sintesis sistemik. Temuan menunjukkan kesiapan yang tidak merata pada tujuh domain analitis. Kerangka kebijakan dan tata kelola menunjukkan momentum reformasi yang paling kuat, sedangkan fleksibilitas kurikulum, inovasi pedagogis, kapasitas guru, reformasi penilaian, dan keselarasan kompetensi peserta didik masih berada pada tingkat sedang hingga rendah. Kelemahan yang paling persisten ialah dominasi orientasi keagamaan-tekstual tanpa integrasi yang memadai dengan kompetensi komunikatif, fungsional, dan profesional. Penelitian ini mengusulkan kerangka transformasi enam lapisan yang menghubungkan reorientasi epistemologis, perancangan ulang kurikulum, inovasi pedagogis, pengembangan kapasitas guru, koordinasi tata kelola, dan penilaian berbasis kompetensi. Kerangka ini menyediakan landasan konseptual bagi reformasi kebijakan dan kelembagaan yang terkoordinasi, tetapi efektivitasnya masih memerlukan validasi empiris di kelas dan institusi.

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