cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
tadrib
Contact Email
syarnubi@radenfatah.ac.id
Phone
-
Journal Mail Official
syarnubi@radenfatah.ac.id
Editorial Address
-
Location
Kota palembang,
Sumatera selatan
INDONESIA
Tadrib: Jurnal Pendidikan Agama Islam
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 24775436     EISSN : 25496433     DOI : -
Core Subject : Science, Education, Social, Engineering,
Education Environmental Science Library & Information Science Mechanical Engineering Social Sciences
Journal Tadrib focus on the issues that are related in Islamic Education, including Research Methodology, Education Science, Islamic Education Science, Educational Psychology, Learning Psychology, Educational Philosophy, Islamic Educational Philosophy, Lesson Plan, Lesson Design, Lesson Media, Educational Facilities, Islamic Science, Tafsir Tarbawi, Hadist Tarbawi, Lesson Organization, Objectives and Evaluations of Educational Curriculum.
Arjuna Subject : -
Articles 376 Documents
 33   34   35   36   37 
Reconstruction self-Estem through Al-Ghazali’s concepts among students of Ma’had Al-Jami’ah Zahratun Khairiyah; Mawardi
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 2 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i2.11017

Abstract

Self-esteem constitutes a foundational pillar of psychological well-being, yet its formation among mahasantri (university-level Islamic boarding school students) remains underexplored, particularly amid intensifying academic pressures and the identity disruptions wrought by globalization. This study aims to examine how the practice of Al-Ghazali's akhlak (Islamic ethics) shapes self-esteem among mahasantri at Ma'had Al Jamiah IAIN Langsa. Employing a qualitative descriptive phenomenological design, twenty mahasantri aged 18–25 were purposively selected based on their engagement in intensive ethical practice. Data were gathered through the 24-item Rosenberg Self-Esteem Scale and semi-structured interviews to elicit participants' lived experiences. Quantitative analysis revealed a strong positive correlation (r = 0.72) between the internalization of ethical values and psychological resilience. Subsequent thematic analysis identified three core themes underlying self-esteem reconstruction: moral grounding as a buffer against existential uncertainty, communal validation within the boarding school environment as a reinforcer of ethical conduct, and the challenge of maintaining integrity in the face of contemporary cultural trends. These findings demonstrate that the systematic integration of Ihya Ulumuddin teachings within a structured residential educational setting offers a viable, holistic model for character development. This study concludes that Islamic ethical education holds significant potential as a culturally responsive strategy for advancing mental health promotion (SDG 3) and enhancing the quality of Islamic higher education (SDG 4), with implications for curriculum design and student well-being policy in pesantren-based institutions
Transformational Leadership and Educational Quality: Strengthening Teacher Motivation and Commitment in Islamic Education Shera Nabila Luvianingtias; Rahayu Lestari; Nur Fahmuddin Hanif; Nirva Diana; Eti Hadiati; Muhammad Safdar Bhatti; Ifedayo Emmanuel Adu
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 2 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i2.32606

Abstract

This study examines the role of transformational leadership in improving educational quality, with particular emphasis on teacher motivation and commitment in Islamic educational institutions. The research employs a Systematic Literature Review (SLR) following PRISMA guidelines to analyze 28 peer-reviewed journal articles published within the last ten years. The selection process was based on relevance to transformational leadership, educational quality, and Islamic educational contexts. The analysis focuses on four core dimensions of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The findings reveal that these dimensions consistently contribute to increased teacher engagement, stronger organizational commitment, improved professional development, and a more positive school climate, all of which are critical indicators of educational quality. The study also highlights that integrating transformational leadership practices with Islamic educational values strengthens institutional identity while responding to contemporary educational challenges. This research contributes by synthesizing recent scholarship into a structured conceptual understanding of how transformational leadership supports educational reform in Islamic institutions. It further recommends the development of targeted leadership training programs to enhance strategic leadership capacity and sustain long-term educational improvement.
Evaluation Of Faculty Teaching Performance in UndergraduateIslamic Education Management Programs Al Haqqi; Fitri Oviyanti; Yuniar; Ahmad Zainuri
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 3 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i3.5623

Abstract

Higher education institutions are required to continuously improve learning quality, in which lecturers play a central role in designing, implementing, and evaluating instruction. This study aims to evaluate the teaching performance of lecturers in the Bachelor’s Program in Islamic Education Management at UIN Raden Fatah Palembang using the CIPP (Context, Input, Process, Product) evaluation model. A mixed-methods approach was employed by integrating quantitative and qualitative data. Quantitative data were collected through student questionnaires to measure satisfaction with teaching performance, while qualitative data were obtained from interviews, observations, and document analysis involving program leaders, lecturers, and students. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that lecturers’ teaching performance is generally in the “good” category. Instructional objectives are clearly defined and aligned with the Outcome-Based Education curriculum and institutional vision; inputs are supported by qualified lecturers, sufficient experience, adequate facilities, and relevant academic policies; the learning process is effectively implemented through varied teaching methods, positive interactions, and transparent assessment; and learning outcomes show that students demonstrate understanding, active participation, and achievement of course objectives. This study concludes that teaching performance at UIN Raden Fatah Palembang is satisfactory but requires continuous improvement, particularly in strengthening digital competence, optimizing educational technology, standardizing learning objective communication, and enhancing innovative teaching practices to improve educational quality and graduate competitiveness.
Innovation in Public Relations and Marketing for Islamic Higher Education Branding: Developing a Pesantren-Based Holistic Marketing Model Tri Joko Susanto; Imam Makruf; Mudofir
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 2 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i2.5725

Abstract

The increasing competition in higher education requires institutions to strengthen their branding through effective public relations and marketing strategies. Islamic higher education institutions rooted in pesantren traditions face distinctive challenges in integrating religious values, community trust, and modern management practices within institutional branding. This study aims to examine innovations in public relations and marketing and to develop a conceptual model at STAI and Ma’had Aly Idrisiyyah Tasikmalaya, Indonesia. A qualitative case study approach was employed, with data collected through in-depth interviews, observations, and document analysis involving institutional leaders, lecturers, students, and alumni. The data were analyzed to identify patterns of marketing practices, communication strategies, and institutional branding approaches. The findings indicate that marketing practices are gradually shifting from conventional promotional activities toward more strategic communication functions, although they have not yet been fully integrated into institutional management systems. Institutional branding is strongly influenced by spiritual leadership, social networks, and community trust, while the use of digital communication platforms remains limited. Based on these findings, this study proposes a pesantren-based holistic marketing model that integrates managerial, cultural, and spiritual dimensions in institutional branding. This model contributes to the development of marketing and public relations theory in Islamic higher education and provides practical insights for strengthening institutional competitiveness through values-based branding strategies.
The Strengthening of Students’ Character through Multiple Intelligences-Based Aqidah Akhlak Learning Strategies Hilmi Asrori; Wasith Achadi
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 2 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i2.7289

Abstract

This study aims to analyze the strengthening of students’ character through a multiple intelligences-based learning strategy in Aqidah Akhlak learning at MTs Negeri 4 Bantul. This research employed a qualitative approach with a field research design. Data were collected through observation, interviews, and documentation. The research subjects included the head of the madrasah, Aqidah Akhlak teachers, and students. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source and method triangulation. The results show that the implementation of multiple intelligences-based learning strategies in Aqidah Akhlak learning is carried out through three main stages: learning planning, learning implementation, and character strengthening. In the planning stage, teachers prepare learning instruments by integrating various learning activities that accommodate the diversity of students’ intelligences. In the implementation stage, teachers apply active learning methods such as group discussions, presentations, case analysis, and reflective learning activities that encourage active student participation. These strategies contribute to strengthening students’ character values such as responsibility, discipline, cooperation, honesty, and mutual respect. The findings indicate that multiple intelligences-based learning strategies can create a more interactive, contextual, and character-oriented learning process.
Science and Qur'an Integrated Curriculum Model in Preparing Competencies for Religious Critical Graduates Triana Dewi; Anib Dwi Saputro; Azid Syukroni; Syamsul Arifin
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 3 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i3.33788

Abstract

Islamic basic education faces ongoing challenges in integrating scientific mastery with the internalization of religious values, particularly in pioneering madrasas. This study aims to describe the integrated curriculum model of science and the Qur’an and analyze its implementation in developing critical and religious competencies at Madrasah Ibtidaiyah Modern Sainqu Ponorogo. Using a qualitative case study approach, data were collected through interviews, observations, and documentation involving the head of the madrasah and teachers. Data were analyzed using descriptive qualitative techniques, including data reduction, presentation, and conclusion drawing. The findings indicate that MIM Sainqu Ponorogo implements the integrated curriculum flexibly and gradually, in accordance with elementary students’ developmental characteristics. The integration of science and the Qur’an is carried out through thematic learning and experiential activities, such as outing classes that connect natural phenomena with monotheistic values. Daily religious practices, including Dhuha prayers and Qur’anic memorization, strengthen character formation. Despite limitations in facilities and human resources, adaptive and collaborative strategies enable effective implementation. The study concludes that this integrated curriculum effectively supports the development of critical, religious, and well-rounded graduates.
Constructing the Meaning of AIK Learning among International Students in Indonesian Islamic Higher Education Muhammad Iqbal Kurniawan
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 4 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i4.5977

Abstract

The internationalization of higher education has increased the presence of students from diverse linguistic, cultural, and religious backgrounds in Indonesian universities. In Muhammadiyah higher education, international students are required to participate in Al-Islam and Kemuhammadiyahan (AIK) courses, although their previous knowledge and religious experiences vary considerably. This study explores how international students construct the meaning of AIK learning at Universitas Muhammadiyah Bengkulu. A qualitative phenomenological approach was employed involving six international students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observation, and documentation, with the researcher serving as the primary research instrument. The findings reveal four major constructions of meaning: AIK as religious and cultural knowledge, AIK as character and moral formation, AIK as reflection on personal beliefs and worldviews, and AIK as meaningful learning beyond academic obligation. Muslim participants generally interpreted AIK as strengthening their Islamic knowledge, identity, and moral practices, while Christian participants understood it as religious literacy, cultural understanding, and a source of universal values. The participants’ meanings developed gradually through comparison, reflection, negotiation, and integration with their previous experiences. This study concludes that AIK meaning is not determined solely by curriculum content but is co-constructed through the interaction between institutional values and students’ religious, cultural, and personal backgrounds. The findings highlight the importance of contextual, dialogical, and culturally responsive AIK learning in multicultural higher education.
Issues and Development Of 21st-Century Learning Competency Tests Suhirman; Hanik Triwidiyaningsih; Abdul Khobir; Moh. Muslih
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 4 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i4.13348

Abstract

In the modern era, learning assessment is required to transition from conventional methods towards comprehensive authentic assessment. Portfolio assessment serves as one such authentic tool that measures the ongoing development of both the learning process and the learning outcomes of students. However, its implementation in practice still faces managerial challenges, time constraints and the subjectivity of assessment. This article aims to analyse the basic concepts, barriers, prerequisites for implementation, and innovations in the development of portfolio assessment in the digital age through the use of Learning Management Systems (LMS) and design applications such as Canva. The method employed is a literature review using a descriptive-analytical approach. The findings indicate that the digitisation of portfolios (e-portfolios) and the standardisation of assessment tools through both analytical and holistic rubrics represent strategic solutions for enhancing the efficiency, accuracy and objectivity of learning evaluation, thereby addressing the challenges of the Society 5.0 era
Assessment of Normative Competencies: A Study of Assessment as Learning in Arabic Language Learning for First-Grade MI Students Rhesty Widyayuning Maharani; Syihabuddin; Hikmah Maulani
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 4 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i4.14256

Abstract

The implementation of Decree of the Minister of Religious Affairs (KMA) Number 1503 of 2025 emphasizes character-oriented, active learning in madrasahs. However, evaluation in early primary grades often relies on rigid testing that neglects young learners' developmental needs. This study investigates the emergence of normative competencies through Assessment as Learning (AaL), implemented through self-assessment and peer assessment, among first-grade Madrasah Ibtidaiyah (MI) students during Arabic language instruction. Employing a qualitative phenomenological design, data were collected through classroom observations involving one Arabic teacher and 25 first-grade students, as well as semi-structured interviews with one teacher and three students in the topic Baitī (My House). Data analysis followed an interactive model consisting of data condensation, display, and conclusion drawing. The findings reveal that normative competencies had begun to emerge among first-grade students, including collaboration, communication, independence, critical reasoning, responsibility, and adherence to classroom norms. Self-assessment enabled students to recognize learning outcomes and respond to corrective feedback, while peer assessment provided opportunities for peer support and active participation in assessment activities. Rather than serving as objective grading tools, self- and peer-assessment functioned as reflective learning experiences that encouraged self-awareness, engagement, and responsibility when supported by teacher scaffolding and simplified rubrics. This study highlights the novelty of integrating child-friendly formative assessment into early-grade Arabic language learning to support holistic character development. Practically, educators may adopt scaffolded and participatory assessment models to facilitate meaningful student involvement during the transition to formal schooling.
Material Analysis of Islamic Cutural History Chapter 4 Grade 9: Comparative Study with a Multicomponent Approach Ahmad Yazid; Naufal Ahmad Rijalul Alam
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 4 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i4.16181

Abstract

This study analyzes Chapter IV of the Grade IX Islamic Cultural History (SKI) textbook for Madrasah Tsanawiyah, which discusses Islamic values and local wisdom from various ethnic groups in Indonesia. The study was conducted because SKI learning is often still focused on memorizing historical facts and has not fully connected Islamic values with students’ social and cultural realities. The purpose of this study is to examine the quality of the textbook in terms of content, language, presentation, thematic structure, and evaluation components to determine its relevance to contextual and moderate Islamic education. This study employed a qualitative approach using document analysis. The primary data source was the Grade IX SKI textbook based on the Decree of the Minister of Religious Affairs Number 183 of 2019. Data were collected through documentation techniques, including reading, reviewing, coding, and categorizing the material according to analytical indicators. The findings show that Chapter IV presents material that is generally contextual, communicative, systematic, and relevant to the development of students’ tolerance and multicultural awareness. The textbook integrates Islamic values with local wisdom through reflective and participatory learning activities. However, several weaknesses remain, including descriptive explanations, limited higher-order thinking activities, uneven thematic visualization, and evaluation instruments that still emphasize cognitive aspects. This study concludes that Chapter IV of the SKI textbook has strong potential to support contextual Islamic history learning and strengthen religious moderation in madrasahs, although improvements are still needed in thematic organization, analytical learning activities, and contextual evaluation systems

Page 35 of 38 | Total Record : 376

 33   34   35   36   37 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol 12 No 4 (2026): Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 3 (2026): Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 2 (2026): Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 1 (2026): Tadrib: Jurnal Pendidikan Agama Islam Vol 11 No 2 (2025): Tadrib: Jurnal Pendidikan Agama Islam Vol 11 No 1 (2025): Tadrib: Jurnal Pendidikan Agama Islam Vol 10 No 2 (2024): Tadrib: Jurnal Pendidikan Agama Islam Vol 10 No 1 (2024): Tadrib: Jurnal Pendidikan Agama Islam Vol 9 No 2 (2023): Tadrib: Jurnal Pendidikan Agama Islam Vol 9 No 1 (2023): Tadrib: Jurnal Pendidikan Agama Islam Vol 8 No 2 (2022): Tadrib: Jurnal Pendidikan Agama Islam Vol 8 No 1 (2022): Tadrib: Jurnal Pendidikan Agama Islam Vol 7 No 2 (2021): Tadrib: Jurnal Pendidikan Agama Islam Vol 7 No 1 (2021): Tadrib: Jurnal Pendidikan Agama Islam Vol 6 No 2 (2020): Tadrib: Jurnal Pendidikan Agama Islam Vol 6 No 1 (2020): Tadrib: Jurnal Pendidikan Agama Islam Vol 5 No 2 (2019): Tadrib: Jurnal Pendidikan Agama Islam Vol 5 No 1 (2019): Tadrib: Jurnal Pendidikan Agama Islam Vol 4 No 2 (2018): Tadrib: Jurnal Pendidikan Agama Islam Vol 4 No 1 (2018): Tadrib: Jurnal Pendidikan Agama Islam Vol 3 No 2 (2017): Tadrib: Jurnal Pendidikan Agama Islam Vol 3 No 1 (2017): Tadrib: Jurnal Pendidikan Agama Islam Vol 2 No 2 (2016): Tadrib: Jurnal Pendidikan Agama Islam Vol 2 No 1 (2016): Tadrib: Jurnal Pendidikan Agama Islam Vol 1 No 2 (2015): Tadrib: Jurnal Pendidikan Agama Islam Vol 1 No 1 (2015): Jurnal Tadrib Pendidikan Agama Islam More Issue