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INDONESIA
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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Pesantren, Piety, and Power: Madurese Ulama and the Shaping of Islamic Educational Institutions Ali Nasith; Asnawan; Mohtazul Farid; Moh Ferdi Hasan
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.v12i2.52124

Abstract

Abstract Madura, East Java, provides a distinctive setting for examining how ethnic identity and religious patronage shape Islamic educational governance. In Madurese society, Kiai occupy a central position; their authority extends beyond religious instruction to leadership, curriculum balance, discipline, succession, and mosque-based education. Previous studies have discussed Kiai authority mainly as a social, cultural, or political phenomenon, but its institutionalisation within pesantren governance remains insufficiently examined. Using a sociological-ethnographic approach, this study draws on fieldwork conducted from early 2023 to late 2024 in three pesantren representing traditional-federal, modern-integrated, and classical-salafiyah governance models. Data were collected through participant observation, in-depth interviews with nine students and alumni, and documentary analysis, and were analysed using Spradley’s domain-analysis framework. The study identifies three patronage-governance models: cluster, pyramid, and network. These models explain how authority over teaching, discipline, and institutional management is exercised and delegated. It also identifies patronage of interest, through which political actors use Ulama client networks, creating opportunities for support but risks for institutional autonomy. The findings highlight succession dependency, weak professional governance, and gender imbalance as key challenges for institutional 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.
Technology Mediated Multimodal Speaking Practice in EFL Learning: A TikTok Based News Anchor Challenge Fakry Hamdani; Aneu Nurbayani
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.v12i2.52474

Abstract

Abstract The rapid integration of short-form video platforms into students’ daily communication practices offers new possibilities for technology-enhanced English language teaching. Grounded in multimodal communication theory, self-regulated learning, and cognitive load theory, this qualitative case study examines how a TikTok-based News Anchor Challenge mediated EFL students’ speaking development through multimodal rehearsal, repeated performance, and technology-supported self-monitoring. Five second-semester students at an Indonesian Islamic university completed two video performance cycles. Data were collected through semi-structured interviews, questionnaires, and rubric-based speaking assessments adapted from Hughes (2003), and were analyzed through methodological triangulation. The findings show that the task encouraged iterative rehearsal, pronunciation imitation, vocabulary development, and more expressive delivery. Most participants reported greater motivation, confidence, and reduced speaking anxiety, while some experienced cognitive load and pressure to achieve native-like pronunciation, which disrupted fluency. Performance data showed varied improvement in pronunciation, fluency, and multimodal expression. The study suggests that structured TikTok-based speaking tasks can support multimodal and self-regulated speaking practice in specific EFL contexts, provided that teachers manage cognitive demands, pronunciation expectations, and platform-related constraints. Abstrak Integrasi platform video pendek ke dalam praktik komunikasi sehari-hari mahasiswa membuka peluang baru bagi pembelajaran bahasa Inggris berbasis teknologi. Berlandaskan teori komunikasi multimodal, pembelajaran regulasi diri, dan teori beban kognitif, studi kasus kualitatif ini mengkaji bagaimana News Anchor Challenge berbasis TikTok memediasi pengembangan keterampilan berbicara mahasiswa EFL melalui latihan multimodal, performa berulang, dan pemantauan diri berbantuan teknologi. Lima mahasiswa semester dua di sebuah universitas Islam di Indonesia menyelesaikan dua siklus performa video. Data dikumpulkan melalui wawancara semi-terstruktur, kuesioner, dan penilaian berbicara berbasis rubrik yang diadaptasi dari Hughes (2003), kemudian dianalisis menggunakan triangulasi metodologis. Temuan menunjukkan bahwa tugas ini mendorong latihan iteratif, imitasi pelafalan, pengembangan kosakata, dan penyampaian yang lebih ekspresif. Sebagian besar peserta melaporkan peningkatan motivasi, kepercayaan diri, dan penurunan kecemasan berbicara, sedangkan beberapa peserta mengalami beban kognitif dan tekanan untuk mencapai pelafalan seperti penutur asli, yang mengganggu kelancaran. Data performa menunjukkan peningkatan yang bervariasi pada aspek pelafalan, kelancaran, dan ekspresi multimodal. Studi ini menunjukkan bahwa tugas berbicara terstruktur berbasis TikTok dapat mendukung praktik berbicara multimodal dan regulasi diri dalam konteks EFL tertentu, asalkan guru mengelola tuntutan kognitif, ekspektasi pelafalan, dan kendala platform.  
Leadership Accountability and Curriculum Insertion for Religious Moderation in Indonesian Islamic Higher Education Irawan; Nandang Abdurohim; Saepudin Rahmatullah
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.v13i1.50670

Abstract

Abstract This study evaluates the governance and curricular implementation of religious moderation in Indonesian Islamic higher education (PTKI) using Stufflebeam’s Context, Input, Process, and Product (CIPP) model. A convergent mixed-methods design combined survey responses from 185 lecturers, students, and program managers with 15 interviews, observations of eight classes, and analysis of leadership performance contracts (LPCs/Perkin), institutional documents, and 45 semester learning plans (SLPs/RPS). The findings show a gap between institutional governance and classroom practice. Among respondents, 78.4% reported that executive LPCs contained no religious moderation targets, 34.6% reported no dedicated moderation unit, and 62.2% reported no internal university funding for the program. At the pedagogical level, 70.3% reported moderation-related content in SLPs, while 85.4% indicated that the insertion did not disrupt core course content. Nevertheless, 48.1% identified managing controversial classroom discussion as the main pedagogical challenge. The study proposes a CIPP-based governance model that links measurable executive accountability, stable institutional support, curriculum insertion, and lecturer development in dialogue facilitation. The findings indicate that curricular initiative can advance religious moderation, but its sustainability depends on stronger institutional accountability and resourcing.   Abstrak Penelitian ini mengevaluasi tata kelola dan penerapan moderasi beragama dalam kurikulum pendidikan tinggi keagamaan Islam (PTKI) di Indonesia dengan model Context, Input, Process, dan Product (CIPP) Stufflebeam. Desain metode campuran konvergen menggabungkan survei terhadap 185 dosen, mahasiswa, dan pengelola program dengan 15 wawancara, observasi pada delapan kelas, serta analisis perjanjian kinerja pimpinan (Perkin/LPC), dokumen kelembagaan, dan 45 rencana pembelajaran semester (RPS/SLP). Temuan menunjukkan kesenjangan antara tata kelola institusi dan praktik pembelajaran. Sebanyak 78,4% responden menyatakan Perkin pimpinan belum memuat target moderasi beragama, 34,6% melaporkan belum ada unit khusus, dan 62,2% menyatakan program tidak memperoleh pendanaan internal perguruan tinggi. Pada tingkat pedagogis, 70,3% responden melaporkan muatan moderasi dalam RPS, sedangkan 85,4% menilai insersi tersebut tidak mengganggu substansi utama mata kuliah. Namun, 48,1% menyebut pengelolaan diskusi kontroversial sebagai tantangan utama. Penelitian ini menawarkan model tata kelola berbasis CIPP yang menghubungkan akuntabilitas pimpinan, dukungan kelembagaan, insersi kurikulum, dan pengembangan kemampuan dosen dalam memfasilitasi dialog. Temuan menegaskan bahwa inisiatif kurikuler memerlukan akuntabilitas dan dukungan sumber daya yang lebih kuat agar berkelanjutan.  
Fostering Santri Mental Resilience: A Phenomenological Study of Rahmatan Lil ‘Alamin Educational Model Sutarman; Hanif Cahyo Adi Kistoro; Parjiman Parjiman; Ahmad Luqman Hakim; Mustaqim Pabbajah
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.v13i1.51673

Abstract

Abstract Life in a pesantren can place substantial emotional demands on adolescents. This study examined how Muhammadiyah Boarding School (MBS) Pleret, Yogyakarta, applies the Rahmatan lil-’Alamin educational framework in relation to santri resilience. Using interpretive qualitative phenomenology, the study involved eleven purposively selected participants: four high school santri as primary informants and seven institutional leaders, teachers, and counselors as supporting informants. Data were collected through semi-structured interviews, non-participant naturalistic observation, and institutional documents, then analyzed through data condensation involving selection, simplification, abstraction, and transformation. Three recurring patterns were identified: the integration of compassionate values into learning, the use of dhikr, muhasabah, and reflective journaling to manage emotional strain, and peer and mentor support in daily residential life. The findings indicate that daily religious and relational practices were experienced by participants as resources for coping and emotional balance. The study offers a context-sensitive account of faith-based student support without making clinical claims.   Abstrak Kehidupan di pesantren dapat menimbulkan tuntutan emosional bagi remaja. Penelitian ini mengkaji bagaimana Muhammadiyah Boarding School (MBS) Pleret Yogyakarta menerapkan kerangka pendidikan Rahmatan lil-‘Alamin dalam kaitannya dengan resiliensi santri. Penelitian menggunakan fenomenologi kualitatif interpretatif dengan sebelas partisipan yang dipilih secara purposif, terdiri atas empat santri sebagai informan utama dan tujuh pimpinan, guru, serta konselor sebagai informan pendukung. Data dikumpulkan melalui wawancara semi-terstruktur, observasi naturalistik nonpartisipan, dan analisis dokumen institusi, kemudian dianalisis melalui kondensasi data: menyeleksi, menyederhanakan, mengabstraksi, dan mentransformasi data. Tiga pola utama ditemukan: integrasi nilai kasih sayang dalam pembelajaran, penggunaan zikir, muhasabah, dan jurnal reflektif untuk mengelola tekanan emosional, serta dukungan teman sebaya dan pendamping dalam kehidupan asrama. Temuan menunjukkan bahwa praktik keagamaan dan relasional sehari-hari dipersepsikan partisipan sebagai sumber koping dan keseimbangan emosional. Studi ini memberikan gambaran kontekstual tentang dukungan siswa berbasis nilai agama tanpa mengajukan klaim klinis.    
Leadership Succession in Indonesian Pesantren: A Case-based Framework for Cadre Development Acep Nugraha; Acep Mulyadi; Andi Hidayat; Fauzan Ulwan Fadhlurrahman; Aulia Ayu Rohayah; Emil Mirzayev
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.v13i1.53099

Abstract

Abstract Leadership succession remains a challenge for Indonesian pesantren, where authority is often concentrated in the kiai and cadre systems are unevenly institutionalized. This study examines leadership cadre development at Pesantren Darul Muttaqin Bogor and develops a case-based framework. Using an interpretive intrinsic case study, data were collected from January to June 2025 through 18 interview sessions with 14 participants, 120 hours of participant observation, and analysis of 15 institutional documents. Reflexive Thematic Analysis produced five empirical themes: regeneration challenges, institutional architecture, leadership pipeline, collaborative ecosystem, and value internalization. The findings were synthesized into a six-dimensional framework comprising institutional prerequisites, selection, development, assessment, succession, and institutional outcomes. The case shows that professionalized governance can coexist with spiritual formation, but its sustainability is constrained by centralized authority, uneven selection transparency, gendered career mobility, and cadre workload. The framework is provisional and intended for analytical transfer rather than statistical generalization. Abstrak Regenerasi kepemimpinan menjadi tantangan bagi pesantren yang masih bergantung pada otoritas kiai dan belum memiliki sistem kaderisasi yang terlembaga. Penelitian ini menganalisis pengembangan kader kepemimpinan di Pesantren Darul Muttaqin Bogor dan merumuskan kerangka berbasis kasus. Penelitian menggunakan studi kasus intrinsik interpretif dengan data yang dikumpulkan pada Januari–Juni 2025 melalui 18 sesi wawancara dengan 14 partisipan, 120 jam observasi partisipatif, dan analisis 15 dokumen kelembagaan. Reflexive Thematic Analysis menghasilkan lima tema empiris: tantangan regenerasi, arsitektur kelembagaan, pipeline kepemimpinan, ekosistem kolaboratif, dan internalisasi nilai. Sintesis temuan menghasilkan kerangka enam dimensi yang mencakup prasyarat kelembagaan, seleksi, pengembangan, asesmen, suksesi, dan hasil kelembagaan. Temuan menunjukkan bahwa profesionalisasi tata kelola dapat berjalan bersama pembentukan spiritual, tetapi keberlanjutannya masih dipengaruhi oleh sentralisasi otoritas, transparansi seleksi, mobilitas karier berbasis gender, dan beban kerja kader. Kerangka ini bersifat kontekstual dan ditujukan sebagai rujukan analitis, bukan generalisasi.
Hybrid Leadership in High-Performing Islamic Secondary Schools: Teachers’ Perspectives from Bengkulu, Indonesia Rita Prima Bendriyanti; Akhyar Rido; Citra Dewi; Heri Kuswoyo; Yahaya Niwae
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.v13i1.53515

Abstract

Abstract Research on educational leadership has said little about how teachers in high-performing Islamic secondary schools understand the way principals combine leadership practices in provincial Indonesian settings. This study examined teachers' views of principals' strategies, challenges, and the interaction of instructional, transformational, and consultative elements in two Islamic secondary schools in Bengkulu Province. A qualitative multiple-case design was used. Five experienced teachers were selected purposively and interviewed through semi-structured interviews. Thematic analysis was conducted within each school before cross-case comparison. Teachers reported four strategies across both cases: personal encouragement of Islamic practice, institutionalization of religious routines, teacher-parent collaboration, and shura in decision-making. They also identified three shared challenges related to government policy, parental expectations and time, and consistent engagement with Islamic practices, plus one school-specific challenge concerning students outside school. The findings show how teachers perceived these practices as an integrated, context-responsive leadership repertoire in faith-based schooling. Abstrak Penelitian tentang kepemimpinan pendidikan masih terbatas dalam menjelaskan bagaimana guru di sekolah menengah Islam berkinerja tinggi memahami cara kepala sekolah memadukan berbagai praktik kepemimpinan dalam konteks daerah di Indonesia. Penelitian ini mengkaji pandangan guru mengenai strategi kepala sekolah, tantangan yang dihadapi, serta keterkaitan unsur instruksional, transformasional, dan konsultatif pada dua sekolah menengah Islam di Provinsi Bengkulu. Penelitian menggunakan desain kualitatif multikasus. Lima guru berpengalaman dipilih secara purposif dan diwawancarai melalui wawancara semi terstruktur. Analisis tematik dilakukan pada masing-masing sekolah sebelum perbandingan lintas kasus. Guru melaporkan empat strategi pada kedua kasus: dorongan personal terhadap praktik keislaman, pelembagaan rutinitas keagamaan, kolaborasi guru dan orang tua, serta shura dalam pengambilan keputusan. Mereka juga mengidentifikasi tiga tantangan bersama terkait kebijakan pemerintah, harapan orang tua dan waktu, serta konsistensi praktik keislaman, dan satu tantangan khusus sekolah terkait siswa di luar sekolah. Temuan menunjukkan bahwa guru memandang praktik tersebut sebagai repertoar kepemimpinan terpadu yang responsif terhadap konteks sekolah Islam.  
Qur’anic Parables as Cognitive Bridges for Teaching Abstract Concepts in Education Syukri; luthfiyah; Fathurrahman; Ziyad
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.v13i1.53834

Abstract

Abstract Abstract and unseen concepts in religious education can be difficult to teach when instruction remains predominantly verbal. This study examines how Qur’anic parables can function as cognitive bridges by linking abstract religious ideas to concrete representations in higher-education classrooms. A qualitative classroom-based inquiry combined thematic interpretation of selected Qur’anic passages with classroom observations, student presentations, semi-structured interviews, and analysis of instructional artifacts. Four focal concepts (angelic appearance in human form, resurrection, kalimah tayyibah (kind words), and riya’ (showing off)) were explored through parable-based demonstrations and learning aids. Thematic analysis produced three interrelated findings. First, Qur’anic parables mediated conceptual understanding by connecting textual meanings with familiar images and sequences. Second, visual demonstration and direct interaction with learning aids supported students’ analogical reasoning and perceived recall, although memory retention was not measured objectively. Third, student questions, presentations, and reflective discussion encouraged interpretive engagement rather than passive reception. The findings suggest that Qur’anic parables can support meaningful learning when the analogy is clearly distinguished from the theological reality it represents.   Abstrak Konsep abstrak dan perkara gaib dalam pendidikan agama sering sulit dipahami ketika pembelajaran bertumpu pada penjelasan verbal. Penelitian ini mengkaji bagaimana perumpamaan Al-Qur’an dapat berfungsi sebagai jembatan kognitif yang menghubungkan gagasan keagamaan yang abstrak dengan representasi konkret di kelas perguruan tinggi. Penelitian menggunakan pendekatan kualitatif berbasis kelas dengan memadukan penafsiran tematik terhadap ayat-ayat terpilih, observasi kelas, presentasi mahasiswa, wawancara semi-terstruktur, dan analisis artefak pembelajaran. Empat konsep menjadi fokus, yaitu penampakan malaikat dalam bentuk manusia, kebangkitan, kalimah tayyibah, dan riya’. Analisis tematik menghasilkan tiga temuan yang saling berkaitan. Pertama, perumpamaan Al-Qur’an membantu memediasi pemahaman dengan menghubungkan makna teks dengan gambaran dan urutan yang lebih familiar. Kedua, demonstrasi visual dan interaksi langsung dengan alat bantu mendukung penalaran analogis serta ingatan yang dirasakan mahasiswa, meskipun retensi memori tidak diukur secara objektif. Ketiga, pertanyaan, presentasi, dan diskusi reflektif mendorong keterlibatan interpretatif. Temuan menunjukkan bahwa perumpamaan Al-Qur’an dapat mendukung pembelajaran bermakna apabila batas antara analogi pembelajaran dan realitas teologis tetap dijelaskan secara tegas.  

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