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Jurnal Al-Tadzkiyyah
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 20869118     EISSN : 25282476     DOI : -
Core Subject : Education,
Education
Al-Tadzkiyyah: Jurnal Pendidikan Islam discussed the raised issues concerning Islamic education and unbiased exchange of information on the results of scientific studies or research for scholars and practitioners in the field of Islamic education in theory and practice, and research learning Islamic Education include: the development of instruments of evaluation Islamic Education, Islamic Education instructional media development, the development of Islamic education learning model, and the Islamic Educational Scientific action research.
Arjuna Subject : -
Articles 278 Documents
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Enhancing Student Learning Engagement through Fiqh Teachers’ Instructional Strategies: Evidence from an Islamic Senior High School Putri, Rizkiah Mutmainnah; Hasirah
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.30171

Abstract

Learning engagement is a critical factor influencing students’ academic success, particularly in religious education where active participation is essential for meaningful understanding. However, many students in Islamic secondary education still demonstrate limited participation during classroom learning activities. This study aims to examine the instructional strategies employed by Fiqh teachers to enhance students’ learning engagement at Madrasah Aliyah 5 Batanghari, Jambi, Indonesia. The study employed a qualitative research design using a case study approach. Data were collected through classroom observations, in depth interviews with teachers and students, and document analysis. The findings reveal that Fiqh teachers apply several instructional strategies to promote active learning, including interactive questioning techniques, collaborative learning activities, contextual explanations, and the integration of real-life religious practices in classroom discussions. These strategies were found to significantly encourage student participation, improve classroom interaction, and foster a more engaging learning environment. The study contributes to the growing body of literature on Islamic education by providing empirical insights into effective pedagogical strategies that support student engagement in religious learning contexts. The findings also offer practical implications for teachers and educational institutions in developing more interactive and student centered approaches in Fiqh instruction.
How Can Project-Based Learning Enhance 21st Century Skills in Islamic Elementary Schools? Exploring Its Impact on Critical Thinking, Creativity, Communication, and Collaboration 'Azizah, Wida Nurul; Dewanti, Sintha Sih; Prasetyo, Sigit; Fatonah, Siti; Zerenay, Ceyda
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.30282

Abstract

This study investigates the effectiveness of Project-Based Learning (PjBL) in enhancing 21st-century skills, specifically critical thinking, creativity, communication, and collaboration (4Cs), in elementary school science education. A Systematic Literature Review (SLR) was conducted following the PRISMA guidelines, synthesizing findings from 40 empirical studies published between 2020 and 2025. The results demonstrate that PjBL significantly improves students’ scientific literacy, engagement, and problem-solving skills by providing real-world, hands-on learning experiences. PjBL encourages collaborative learning environments where students actively engage in projects, thereby enhancing their 4C competencies. However, the study also identifies challenges, such as teacher readiness, limited resources, and curriculum constraints, which hinder the full implementation of PjBL in elementary schools. Despite these obstacles, the research underscores the importance of teacher professional development and resource availability in optimizing the effectiveness of PjBL. The findings of this study contribute to the growing body of research on innovative pedagogies, offering practical insights for educators and policymakers seeking to foster essential 21st-century skills in young learners. This study provides valuable evidence supporting the integration of PjBL into elementary science curricula, highlighting its role in preparing students for future challenges.
Implementing the Love Method in Moral Education to Foster Students’ Positive Character Supriyanto; Sumaryati; Zuhri; Kasor, Ahamakosee
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.30396

Abstract

Moral education in Islamic Religious Education at the secondary school level still tends to emphasize memorization and content mastery, causing students to understand values cognitively without consistently demonstrating them in daily behavior. This study examines the implementation of the Love Method in line with the Love-Based Curriculum, an educational approach that places compassion, respect for students’ dignity, psychological safety, and positive discipline at the center of learning, and its contribution to fostering students’ positive character at Public senior high school (SMAN) 5 Tanjungpinang. A qualitative approach with a case study design was employed to gain an in-depth understanding of classroom practices in the school’s natural setting. The participants consisted of two Islamic Religious Education teachers, two homeroom teachers, one vice principal for student affairs, and fifteen students. Data were collected through observation, in-depth interviews, narrative questionnaires, and document analysis, then analyzed thematically using source and technique triangulation. The findings show that the Love Method was implemented through empathy, courteous communication, positive reinforcement, role modeling, and relational restoration, which encouraged students to become more polite, disciplined, honest, responsible, and sensitive to their peers. These outcomes were supported by teacher collaboration, school support, and parental involvement, although limited time, old teaching habits, and inconsistent implementation remained key challenges.
Developing a Local Wisdom-Based “Patju” Religious Culture Model to Improve Students’ Worship Practices in Islamic Senior High Schools Sayuti, Lalu; Burhanudin, Nunu; Salmiwati; Yaqin, Lalu Nurul; Famuji, Untung
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.30465

Abstract

This study developed and evaluated a “Patju”-based religious culture model to improve students’ worship practices in Nahdlatul Wathan Islamic senior high schools in East Lombok, West Nusa Tenggara, Indonesia. The study was motivated by the need to transform school religious routines from formal compliance into internalised worship discipline grounded in local wisdom and Islamic character values. A research and development design using the ADDIE framework was employed, consisting of analysis, design, development, implementation, and evaluation stages. The study involved three Islamic senior high schools, with data collected through observation, interviews, documentation, questionnaires, expert validation, individual trials, and group trials. Qualitative data were analysed through data reduction, data display, and conclusion drawing, while quantitative data were analysed using descriptive statistics to determine the model’s validity, practicality, and effectiveness. The findings showed that the developed model and its supporting prayer module were valid, with an overall validation score of 4.46. The effectiveness test indicated an increase in students’ worship practice scores from approximately 2.41 before implementation to 4.21–4.22 after implementation. The practicality test also showed positive results, with post-implementation practicality scores ranging from 4.13 to 4.22. These findings indicate that the model improved students’ prayer discipline, religious responsibility, honesty in worship reporting, peer support, and motivation to enhance the quality of worship. This study contributes to Islamic education scholarship by offering a culturally responsive religious culture model that integrates Lombok’s local value of “Patju” with structured worship habituation and character formation in Islamic senior high schools.
Development of a Scout Guide Based on Local Wisdom and Religious Moderation at MTsN Agam Regency: Realizing Tolerance and Unity in Character Education Salim, Agus; Iswantir; Januar; Zulfiani, Muh
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.30687

Abstract

This study aims to develop a Scout activity guide based on local wisdom and religious moderation at MTsN Agam Regency. The main issue faced is the lack of integration of local wisdom values and the principles of religious moderation into Scout activities, which could strengthen students' character, particularly in fostering tolerance and unity. The approach used in this study is Research and Development (R&D) with the Four-D model (Define, Design, Develop, Disseminate). The first stage, Define, was conducted through needs analysis via observations, interviews with Scout leaders and students, and documentation of Scout activities. The analysis results indicated the need for a guide that integrates Minangkabau local wisdom and religious moderation into Scout activities. The second stage, Design, resulted in a guide design that includes activities based on local values such as pasambahan, makan bajamba, and musyawarah nagari. In the Develop stage, the designed guide was trialed at four MTsN in Agam Regency, with an average practicality score of 0.90, indicating that the guide is highly practical and well-received. The final stage, Disseminate, involved socialization and training for Scout leaders, ensuring the broader application of the guide. The expert validation score reached 88.5%, and the trial results showed an improvement in students' understanding, with an average posttest score of 91.08. Based on these findings, the study concludes that the integration of local wisdom and religious moderation in Scout extracurricular activities is effective in developing a more tolerant and responsible student character. This research makes a significant contribution to the development of character education based on local culture, relevant to global challenges, and supports the formation of a more inclusive and harmonious society.
An ADDIE-Based Digital Learning Content Framework for Islamic Religious Education: Designing Interactive, Accessible, and Values-Integrated Learning in Indonesian Secondary Schools Udin; Patimah, Siti; Murtafiah, Nurul Hidayati
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.27959

Abstract

This design and development study develops an ADDIE-based framework for digital learning content in Islamic Religious Education (IRE). The study responds to a persistent gap in which digital resources are often added as technical supplements rather than designed as coherent environments that connect Islamic values, learner activity, accessibility, and formative feedback. A document-informed design audit of the original development problem and contemporary research was used to define learning requirements, develop a content architecture, and specify an implementation and evaluation protocol. The resulting framework integrates six design components: contextual learner analysis, explicit outcomes, multimodal source-based learning, interactive application tasks, guided reflection, and evidence-rich formative feedback. The framework also embeds accessibility provisions, including low-bandwidth alternatives, mobile-first delivery, readable visual hierarchy, and flexible participation routes. Results are presented as design outputs rather than causal claims because the original project record did not contain participant-level validation or outcome data. The study contributes a values-integrated digital pedagogy model for Indonesian secondary education, including Islamic vocational secondary schools and Islamic boarding schools (pesantren) where locally appropriate. Its principal implication is that digital IRE content should be developed as an iterative pedagogical system, not as a collection of media files.
Contextually Differentiated Quality Management for Advanced-Track Learning: A Multi-Site Study in Indonesian State Islamic Senior Secondary Schools Misini; Patimah, Siti; Murtafiah, Nurul Hidayati; Refliyanto
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.28500

Abstract

Advanced-track programmes in Indonesian Islamic senior secondary schools are often assessed through enrolment selectivity or visible achievement, while the quality-management processes that make learning meaningful remain underexamined. This multi-site qualitative study analyzes how three State Islamic Senior Secondary Schools in Lampung Province manage quality and learning innovation in advanced-track programmes. Data from the original field study were generated over approximately one academic year through participant observation, in-depth interviews with programme stakeholders, and document analysis. The analysis identifies a shared Plan–Do–Check–Act logic but three contextual profiles: integrative–comprehensive at State Islamic Senior Secondary School 1 Bandar Lampung, academically competitive at State Islamic Senior Secondary School 1 Metro, and academically–spiritually integrated at State Islamic Senior Secondary School 1 Central Lampung. Across cases, quality was enacted through capability mapping, differentiated curriculum pathways, inquiry- and project-oriented learning, digital and laboratory resources, enrichment time, and iterative monitoring. The study proposes the Contextually Integrated Advanced-Track Quality Management model, which adds an equity guardrail to prevent advanced-track provision from becoming a mechanism of fixed student hierarchy. The model contributes to Islamic educational management by linking pedagogical innovation, local institutional identity, inclusive quality education, and continuous improvement.
Islamic Educational Leadership and Teacher Performance in Indonesian State Islamic Primary Schools Putri, Anita; Patimah, Siti; Murtafiah, Nurul Hidayati; Abg. Abu Nawas, Abg. Ashmirul; Ahad, Ijaz
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 3 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i3.30070

Abstract

Leadership quality in Islamic primary education is central to teacher professionalism, yet empirical evidence from Indonesian state madrasahs remains limited. This qualitative multi-site case study examines how Islamic school principals manage leadership practices and how these practices relate to teacher performance in three State Islamic Primary Schools (Madrasah Ibtidaiyah Negeri/MIN) in Lampung, Indonesia. Data were derived from observations, semi-structured interviews with principals and teachers, and institutional documents during May-June 2024; analysis followed data reduction, display, and verification with source, technique, and time triangulation. Findings show that leadership management operated through four connected functions: participatory planning, role-based organizing, motivational implementation, and continuous supervision. Teacher performance was reflected in lesson planning, curriculum enactment, classroom management, innovative pedagogy, assessment, individual feedback, character formation, and professional learning. Cross-site patterns indicate a participative-relational model in MIN 2 Pesawaran, an innovation-performance model in MIN 2 Bandar Lampung, and an exemplary-spiritual model in MIN 3 Lampung Selatan. Supportive factors included collaborative climate, parental/committee support, and teacher commitment; constraints included limited funding, administrative workload, unequal ICT access, and teacher rotation. The study contributes a context-sensitive model of Islamic educational leadership for teacher performance and inclusive quality education.
Organizational Commitment, Professional Work Behavior, and Teacher Performance in Private Islamic Senior Secondary Schools: A Qualitative Multi-Site Study in Indonesia Tupan
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.30355

Abstract

Teacher performance in private Islamic senior secondary schools is shaped not only by formal competence but also by teachers' attachment to the institutional mission. This qualitative multi-site study examines how organizational commitment is enacted through daily work behavior and translated into teacher performance in three private Islamic senior secondary schools in Bandar Lampung, Indonesia. Data were generated through semi-structured interviews with teachers, school principals, and educational staff; non-participant observations of instructional and organizational routines; and institutional documents. Iterative thematic analysis identified three connected forms of commitment: affective commitment, normative commitment, and continuance commitment. Affective commitment fostered initiative, collaboration, and sustained instructional preparation, whereas normative commitment drew strength from Islamic ethical concepts of amanah (trustworthiness), ikhlas (sincerity), and service. Continuance commitment promoted retention but, on its own, was less associated with proactive or innovative practice. Across sites, participatory leadership, professional recognition, supportive supervision, and collaborative learning strengthened affective and normative commitment. The study contributes a value-based organizational commitment model that locates teacher performance within Islamic educational leadership, culture, and professional learning.
Islamic Spiritual Organizations as Moderation-Oriented Civic Learning Spaces: Preventing Radicalization in an Indonesian Public Senior Secondary School Alfarisi, Muhammad Salman; Yahuda, M.; Saputra, Edi
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 2 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i2.30400

Abstract

Islamic Spiritual Organizations (Rohis) in Indonesian public schools occupy a dual position: they can either reproduce exclusive religious narratives or become co-curricular spaces for moderation, critical literacy, and civic learning. This qualitative descriptive case study examines how Rohis at State Senior High School 4 of Jambi City functions as a preventive educational space. Data were generated over one semester through non-participant observation, semi-structured interviews with 12 purposively selected informants, and documentary analysis. The findings identify four mutually reinforcing mechanisms: moderation-centred religious study, dialogical mentoring, digital counter-narratives, and cross-class social action. School monitoring records also show more active discussion participation (60% to 80%) and higher descriptive tolerance scores among active Rohis members than inactive students (8.4 versus 5.7 on a 10-point rubric). These indicators are interpreted as contextual evidence rather than causal estimates. The study contributes a moderation-oriented civic learning model that positions Rohis as an inclusive pedagogical infrastructure aligned with quality education and peacebuilding. Its effectiveness, however, depends on teacher supervision, transparent learning materials, inclusive recruitment, and programming that reaches students beyond the organization.

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