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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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The Influence of Gusjigang Local Wisdom (Gus) on Developing Students' Sense of Responsibility During School Competitions at SD 1 Barongan FaiZ, Moh. Najibul; Rondli, Wawan Shokib; Santoso, Denni Agung
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.v17i3.30554

Abstract

This study examines whether integrating the 'Gus' (good character) value of Gusjigang local wisdom is associated with changes in elementary students' responsibility during school competition activities. A quantitative pre-experimental one-group pretest-posttest design involved all 48 students participating in FLS2N, FTBI, OSN, POPDA, and MAPSI at SD 1 Barongan. Responsibility was measured using a 25-item questionnaire administered before and after the intervention. Instrument validity and reliability were examined, followed by Shapiro-Wilk normality tests and a paired-samples t test. The pretest and posttest data were normally distributed (p = .797 and p = .852). Posttest scores were significantly higher than pretest scores, t(47) = -106.520, p < .001, with a mean paired difference of -21.312. Pretest and posttest scores were also strongly correlated (r = .967, p < .001). Within the limitations of a single-group design, these findings indicate that culturally grounded moral reinforcement through Gusjigang can support responsibility, discipline, and sportsmanship during competition preparation. The study contributes an applicable local-wisdom-based framework for character development in elementary schools.
Diagnosing Qur'anic Reading Difficulties and Adaptive Islamic Education Strategies in an Indonesian Public Senior High School Aisya Rismatul Saputri; Sururudin
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.v17i3.30593

Abstract

This study analyzes factors contributing to Qur'anic reading difficulties among eleventh-grade students at Indonesian public senior high school (Sekolah Menengah Atas/SMA), specifically State Senior High School 1 in Sarolangun Regency, and describes Islamic Religious Education (Pendidikan Agama Islam/PAI) teacher responses. Using a descriptive qualitative design, data were collected through classroom observation, in-depth interviews, and documentation. The findings indicate that students' difficulties are concentrated in Arabic articulation points (makharijul huruf), especially pharyngeal and emphatic letters, and in tajwid rules, particularly vowel-length regulation (mad), nasalization (ghunnah), and fluent pausing (waqaf). These technical difficulties interact with psychological barriers such as nervousness when reading aloud. The determinants include low intrinsic motivation, weak foundational religious learning, limited parental guidance, intensive gadget use that reduces murajaah or repetition time, and insufficient PAI lesson hours for individualized correction. Teachers responded through diagnostic screening, differentiated private tutoring, visual media-assisted quantum learning principles, routine recitation habits, theological encouragement, and progress-based academic reinforcement. The study argues that Qur'anic literacy support in public secondary schools requires an integrated humanistic-clinical pedagogy that combines technical remediation, affective support, and school-family collaboration.
Islamic Religious Education Teachers as Character-Mentoring Agents: Strengthening Early-Adolescent Self-Control in an Indonesian Public Junior Secondary School PutriHidayah, Mega; Neni
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.v17i3.30620

Abstract

This qualitative descriptive case study examines how Islamic Religious Education (IRE) teachers strengthen self-control among seventh-grade students at State Junior Secondary School 19 Merangin, Jambi, Indonesia. Data were generated through classroom observation, semi-structured interviews, and documentation involving the school principal, the IRE teacher of Class VII C, and seventh-grade students. The findings show that student self-control was moderate and uneven: some students displayed politeness, prayer habits, orderly participation in religious activities, and peer reminders, whereas others showed impulsive speech, limited concentration, classroom joking, emotional reactivity, and difficulty completing tasks. IRE teachers supported self-control through four interconnected roles: religious habituation, moral role modeling, personal guidance, and contextual integration of Islamic values into daily learning. The process was enabled by teacher-parent collaboration, homeroom support, school religious routines, and a respectful school culture, but constrained by limited parental supervision, peer provocation, excessive mobile-device use, unconducive classroom situations, and early-adolescent emotional instability. The study contributes a school-based IRE character-mentoring model that links spiritual habituation, relational pedagogy, and collaborative guidance for sustainable self-regulation development.
Participatory Management in the Development of a Merdeka Belajar Literacy Culture in Senior High Schools in the Bangka Belitung Islands Dewi, Indah Kusuma; Rada; Mashar, Ali
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.v17i2.30662

Abstract

Literacy culture is a strategic condition for implementing Merdeka Belajar because independent learning requires students who can read critically, select information ethically, reflect on experience, and communicate ideas responsibly. Yet school literacy programs often remain procedural when planning, role distribution, implementation, and supervision are not managed participatively. This study analyzes how participatory management shapes the development of an independent-learning literacy culture in senior high schools in the Bangka Belitung Islands. This study employed qualitative field research in senior high schools that had implemented the Merdeka Belajar curriculum. Data were collected for 12 months through observation, semi-structured interviews, and documentation involving principals, curriculum leaders, infrastructure leaders, librarians, homeroom teachers, subject teachers, and students. Data were analyzed through data condensation, data display, conclusion drawing, and verification, while credibility was strengthened through source and technique triangulation. The findings show four interconnected management functions. Planning emerged through teacher initiatives and principal facilitation, producing a literacy team, 15-minute reading habituation, reading-corner planning, student literacy ambassadors, and library-based resource development. Organizing distributed responsibilities among the principal, literacy team, curriculum unit, library, homeroom teachers, and students. Implementation established reading routines, journals, library visits, and literacy competitions but was constrained by limited book collections, underused reading corners, and uneven library accreditation. Supervision combined direct monitoring, reading journals, peer reminders, and semester evaluation. The study contributes a participatory literacy management model aligned with Al-Tadzkiyyah's scope on Islamic educational leadership, management, pedagogical innovation, contextual dynamics, and SDG 4-oriented quality education.
Reframing Holistic Islamic Education: An Integrative Reading of Syed Muhammad Naquib al-Attas and Ki Hadjar Dewantara Fadil, Muhammad; Suwendi; Syukur, Taufik Abdillah; Binti Hussin, Zaharah
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.v17i2.30682

Abstract

This study develops an integrative framework for holistic Islamic education by comparatively analyzing Syed Muhammad Naquib al-Attas's concept of ta'dib and Ki Hadjar Dewantara's among guidance system. Using qualitative library research, the study examined foundational texts and recent scholarship through thematic coding of educational ontology, epistemology, axiology, pedagogy, and socio-cultural context. The findings show that al-Attas contributes a spiritual-epistemic orientation in which education orders knowledge, action, and character through adab. Dewantara contributes a humanistic-cultural pedagogy centred on guided freedom, the balanced development of cipta, rasa, and karsa, and collaboration among family, school, and community. Their convergence supports a Ta'dib-Among Holistic Islamic Education Framework that links transcendental purpose, learner agency, and culturally grounded educational practice. The framework's novelty lies in treating adab not only as moral content and the among system not only as a teaching method, but as mutually reinforcing foundations for curriculum, teacher practice, and educational ecosystems. This synthesis offers a contextually Indonesian yet internationally legible contribution to Islamic pedagogy, transformative learning, and inclusive character formation.
Internalizing Islamic Values through a Student Spirituality Club in an Indonesian Islamic Junior Secondary School Mubarok, M Naelul; Alwi, Wildan; Al Mubarok, Moh Safik; Lutfiani, Nanin
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.v17i3.30726

Abstract

This qualitative descriptive case study examines how Islamic values were internalized through an Islamic spirituality extracurricular club (Rohani Islam [Rohis]) to support student behavior formation at an Indonesian Islamic junior secondary school (Madrasah Tsanawiyah [MTs]). The available research record identifies the Rohis advisor, student members, and an Islamic Religious Education teacher as purposively selected informants. Data were generated through participatory observation, in-depth interviews, and documentation and analyzed through data condensation, data display, and conclusion drawing, with source and method triangulation supporting trustworthiness. The findings indicate that internalization operated through value transformation, value transaction, and transinternalization, enacted through knowledge-oriented instruction (ta'lim), holistic nurturing and guided practice (tarbiyah), and the cultivation of ethical conduct (ta'dib). The program combined new-student welcoming, competitions, and Qur'an reading courses with basic leadership training, a supervised overnight spiritual retreat (mabit), and structured dialogic discussion (mujadalah). It emphasized foundational Islamic belief (aqidah), worship practice (ibadah), and moral conduct (akhlaq). Implementation was supported by educator example, relational teacher approaches, student interest, and facilities, while uneven prior religious knowledge constrained participation. The study contributes an integrated process-program-condition framework without claiming causal behavioral change.
Make a Match and Student Engagement in Akidah Akhlak: A Quasi-Experimental Study at an Islamic Junior Secondary School Warastri, Niken Diah; Nasrin, Samima; Octafiona, Era
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.v17i3.30780

Abstract

Student engagement remains a persistent concern in Akidah Akhlak instruction, particularly when classroom activity is dominated by teacher-centred explanation. This study examined whether the Make a Match cooperative learning method was associated with higher engagement among eighth-grade students at an Indonesian Islamic junior secondary school, locally known as Madrasah Tsanawiyah (MTs), specifically MTs NU Pesisir Tengah. A quantitative quasi-experimental posttest-only control-group design involved 60 students from two intact classes (experimental n = 30; control n = 30). The experimental class received Make a Match instruction across three meetings, whereas the control class received conventional lecture-based instruction on the same topic. Engagement was measured with a 20-item five-point questionnaire operationalising attention, cooperation, and problem-solving. Shapiro-Wilk and Levene tests supported the use of an independent-samples t test. The experimental group reported a higher mean engagement score (78.17) than the control group (72.33), with a significant mean difference of 5.83, t(58) = 3.804, p < .001, 95% CI [2.76, 8.90], and Cohen's d = 0.98. The result indicates a substantial between-group difference; however, the absence of a pretest limits strong causal attribution. Make a Match may therefore be a useful participatory strategy for supporting engagement in Akidah Akhlak classrooms with similar characteristics.
Teacher-Student Interpersonal Communication in Islamic Religious Education: Strengthening Learning Motivation in an Indonesian Public Junior Secondary School Saputra, Danang; Hasirah
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.v17i3.30796

Abstract

This qualitative descriptive case study examines how an Islamic Religious Education (IRE) teacher used interpersonal communication to strengthen students' learning motivation in Class VIII B at Public Junior Secondary School (SMPN) 44 Tebo Regency, Jambi Province, Indonesia. Data were generated through classroom observation, semi-structured interviews, and documentation involving one IRE teacher, five interviewed students from a class of 32 students, and school-level informants. The data were analyzed through data reduction, data display, and conclusion drawing, with source, method, and time triangulation used to support trustworthiness. The findings show that teacher-student interpersonal communication strengthened learning motivation through five interconnected strategies: openness in inviting questions and opinions, empathy toward students' learning difficulties, supportive communication through praise and encouragement, positive classroom attitudes, and equality in giving students opportunities to participate. These strategies created a safer and more dialogic classroom climate, increased students' confidence to ask questions, and encouraged participation in Islamic Religious Education learning. The study contributes a contextual IRE communication-motivation model that links dialogic interaction, relational care, and inclusive participation as practical pathways for improving student motivation in public junior secondary education.

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