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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 287 Documents
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Teacher Mediation of Self-Discipline in Daily Qur'an Memorization Submissions at an Indonesian Madrasah Astiti, Andini Faj`ri; Husarida; Arsyad
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.v17i3.30540

Abstract

Structured tahfizh programs depend on regular submission routines, yet delayed submission may reflect either behavioral self-discipline or constraints in Qur'anic reading and memorization. This single-case qualitative study examined how two tahfizh teachers mediated these distinct problems in the Grid C Putri group at As'ad Private Madrasah Aliyah, Jambi City, Indonesia. The evidence comprised 12 non-participant observations conducted during January-March 2026, semi-structured interviews with the two teachers and 12 of the 29 observed students, and routine schedules, submission logs, and teacher assessment records. A hybrid thematic analysis combined inductive coding with sensitizing concepts from self-regulated learning and Islamic character education. Teachers coordinated three practices: intention-oriented motivation, scheduled muroja'ah, and differentiated individual guidance. The proportion of scheduled submissions completed on time rose descriptively from 60% in week 1 to 78% in week 8, although concurrent evaluation and reprimands prevent attribution to motivation alone. Nineteen students had documented tajwid and makhraj difficulties, and eight were classified by teachers as slow memorizers. Among the latter group, six increased their recorded pace from one to three pages per week and their on-time submission consistency from 55% to 75%; two did not show comparable improvement. The case indicates that self-discipline is best evidenced through observable submission and review behavior, whereas memorization pace and recitation quality are related but separate learning outcomes. The study contributes a context-sensitive model in which institutional scheduling enables regulation, teacher mediation links spiritual purpose with practice, and skill constraints determine the intensity of support required.
Talqin Pedagogy for Qur’anic Memorization Quality in an Indonesian Islamic Boarding School Kher Mariwawo, Andi Afta; Hasira; Arsyad
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.v17i3.30612

Abstract

Qur’anic memorization quality depends on accurate oral modeling, error correction, and later retrieval rather than memorization volume alone. This qualitative single-case study examines how talqin was enacted in a Grade VIII Qur’anic memorization (tahfidz) program at Daarul Huffaazh Al-Islami Islamic Boarding School, Jambi, from September 2025 to January 2026. The available corpus includes field observations, interviews with one Islamic boarding school (pesantren) administrator and two tahfidz teachers, student interview extracts, tahfidz schedules, and memorization-submission records; the available records do not preserve an auditable student-participant or observation-session count. Data were reorganized through cross-source thematic analysis using modeling, formative feedback, and retrieval practice as interpretive lenses. The documented sequence comprised teacher modeling, attentive listening, adaptive repetition—reported as three to five repetitions for difficult passages—imitation, immediate correction, memorization submission, and muraja‘ah. Modeling and correction aligned most directly with tajwid and articulation-related quality, whereas later retention depended on continued systematic review (muraja‘ah). Teacher expertise, peer support, and program structure supported the process; competing schoolwork, uneven readiness, and inconsistent independent review constrained it. The case therefore explains how talqin and muraja‘ah divide pedagogical functions without claiming causal effectiveness.
Associations of Spiritual Intelligence and Scientific Attitude with Religious Literacy in Integrated Islamic Schooling: A Cross-Sectional Study in Indonesia Sultan; Sukarno; Fahri, Ismail
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.v17i3.30613

Abstract

Religious literacy is increasingly important in Islamic education as students encounter religious claims across classroom, community, and digital contexts. This study examined the associations of spiritual intelligence and scientific attitude with religious literacy among ninth-grade students in an integrated Islamic junior high school in Jambi, Indonesia. A cross-sectional correlational design was used. Of 46 eligible students, 23 provided complete analyzable responses. Spiritual intelligence, scientific attitude, and religious literacy were measured using adapted instruments whose content validity and internal consistency were assessed before analysis. Spearman's rho was used as the primary analysis, while HC3-robust multiple linear regression was used as a complementary exploratory analysis. Spiritual intelligence showed a positive correlation with religious literacy (rₛ = 0.426, p = 0.043), but the association did not remain significant after Bonferroni adjustment (α = 0.0167; 95% bootstrap CI [-0.021, 0.742]). Scientific attitude was not significantly correlated with religious literacy (rₛ = 0.183, p = 0.403), whereas spiritual intelligence and scientific attitude were correlated with each other (rₛ = 0.553, p = 0.006). The regression model was not significant, F(2,20) = 1.538, p = 0.239, R² = 0.133, adjusted R² = 0.046. Given the small complete-case sample and cross-sectional design, the findings are preliminary and context-specific. Larger studies should test how meaning-making, evidence-oriented dispositions, and digital religious information jointly relate to religious literacy in Islamic schooling.
An Islamic Religious Education Teacher's Strategies for Addressing Classroom Indiscipline: A Qualitative Case Study in an Indonesian Public Junior Secondary School Ristiani, Gita; Saputra, Edi
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.v17i3.30667

Abstract

This interpretive qualitative single-case study examines how an Islamic Religious Education (IRE) teacher in a public junior secondary school (SMP Negeri 19 Jambi City), Indonesia, addressed classroom indiscipline. The evidence base comprises one Grade 7 IRE teacher, one homeroom teacher, purposively selected Grade 7 students, classroom observation summaries, semi-structured interview summaries, school rules, attendance and violation records, and activity documentation. Because the available materials do not preserve verifiable participant counts, observation/interview counts, document counts, or exact fieldwork dates, the study does not make prevalence, temporal, or intervention-effect claims. Within-case reflexive thematic analysis identified four behavior domains—punctuality, preparation, attention/disruption, and dress-rule compliance—alongside contextual interpretations involving motivation/self-regulation, peers, family, instruction, and rule consistency. The teacher's responses clustered into preventive guidance and modeling, corrective warnings and educational consequences, and developmental coordination with religious-value framing. Cross-source comparison supports a context-bounded interpretation that disciplinary practice combined behavioral structure, relational guidance, and Islamic moral meaning. The study documents strategy organization and pedagogical intent rather than student internalization or intervention effectiveness. It offers a transparent teacher-level framework for IRE discipline and identifies evidentiary priorities for prospective multi-site research.
Religious Value Formation and Student Agency in Islamic Higher Education: An Integrative Review Darnoto; Mustaqim; Ma'arif, Syamsul
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.v17i3.30801

Abstract

Institutional commitments to religious moderation are often documented through policy and curricula, while teaching practice and student interpretation are studied with different kinds of evidence. This article examines how published research connects these levels in Islamic higher education. A purposive integrative review of 49 DOI-linked publications compares educational setting, research design, pedagogical process, and the limits of each claim. The synthesis identifies four related processes: curricular articulation, lecturer mediation, institutional routines, and opportunities for students to interpret and apply religious values. Curriculum studies clarify what institutions intend; accounts of teaching and campus life show how values are enacted; student studies illuminate reception and participation. The connections are not automatic. A named course does not demonstrate reflective learning, and a report of dialogue does not establish equal access to discussion. The literature on Nahdlatul Ulama and Muhammadiyah settings further cautions against treating organizational affiliation as a uniform pedagogy. The article distinguishes intended curriculum, enacted practice, and student interpretation, and specifies evidence needed to examine the movement among them. Its framework is an interpretive guide for research and teaching rather than a measured effect of a particular institution.
Developing Guided-Inquiry Digital Question Cards Through ADDIE to Strengthen Conceptual Understanding of Abbasid Civilization in Islamic Higher Education Andi Rahman, Asep; Suntiah, Ratu; Nurhamzah; Hikam, Fajar Farham
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.v17i3.30943

Abstract

Digital learning media can support historical inquiry when technological features are aligned with explicit pedagogical guidance. This study developed digital Question Card media integrated with Guided Inquiry through the ADDIE procedure and evaluated its validity, practicality, and association with conceptual-understanding gains in an Abbasid civilization course at UIN Sunan Gunung Djati Bandung. The research-and-development process included needs analysis, design, expert validation, iterative revision, implementation, and evaluation. Needs data were obtained from a lecturer interview, classroom observations, and a survey of 30 students; field evaluation involved 32 students in a one-group pretest–posttest design. Three experts produced an overall validation score of 92% (very valid). Practicality scores increased from 89.2% in the one-to-one trial to 91.5% in the small-group trial and 94.2% in the field trial. Mean conceptual-understanding scores rose from 64.7 (SD = 12.3) to 82.9 (SD = 9.5), t(31) = 11.48, p < .001, with an N-Gain of 0.52. Qualitative evidence indicated that structured questioning, immediate feedback, and interactive navigation supported inquiry, whereas prior knowledge, higher-order question difficulty, and mobile loading remained constraints. The study contributes a context-specific Digital Inquiry-Scaffolding model, while the one-group design requires cautious interpretation of the observed learning gains.
From Qur’anic Memorization to Arabic Speaking Performance: A Sequential Explanatory Study in Islamic Higher Education Dabwan Hezam, Motea Naji; Kodir, Abdul; Syafei, Isop; Erihadiana, Mohamad; Al-Bahri, Adel Ahmed
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.v17i3.32617

Abstract

Qur’anic memorization provides sustained exposure to Arabic phonology, lexical forms, and recurrent structures, yet stored textual knowledge does not necessarily become spontaneous speech. This study examined whether institutional memorization level and mastery of Qur’anic language were associated with Arabic speaking performance among female students in Islamic higher education and explored the conditions that explain the observed statistical pattern. A sequential explanatory mixed-methods design was used with 69 students at Aisyah Bint Abu Bakr College, Bogor, Indonesia (29 at level VIII and 40 at level II), followed by interviews and observation involving eight students, an Arabic lecturer, and the college head. Level VIII students obtained higher speaking scores than level II students (M = 84.17 vs. 74.88), Welch’s t(59.08) = 4.25, p < .001, d = 1.04. Qur’anic-language mastery was high overall (M = 29.75/35) but was not significantly associated with speaking performance (Spearman’s ρ = −.174, p = .152) and did not independently predict speaking in the regression model (b = −.105, p = .569). The two predictors explained 21.8% of speaking-score variance. Qualitative evidence indicated that memorization supported pronunciation, lexical familiarity, and sensitivity to Arabic patterns, whereas spontaneous speaking additionally required rapid retrieval, functional reformulation, repeated interaction, confidence, and a supportive language environment. The findings support an instructional pathway from memorization through understanding and functional use to retrieval practice and communicative competence, while the observational design precludes causal inference.

Page 29 of 29 | Total Record : 287

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