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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.
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Articles 376 Documents
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Islamic Education Using the Life Story Approach in Shaping Generation Z’s Understanding of Islamic Values Hilda Hillal Liya; Moh Safik Al Mubarok
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.v12i3.14705

Abstract

This study examines the implementation of the Life Story Approach in Islamic Religious Education (PAI) learning and its role in shaping the meaning of Islamic values among Generation Z students. In contemporary education, Islamic values are often understood normatively but not fully internalized in daily behavior. Therefore, this study aims to explore how the Life Story Approach can facilitate meaningful learning by connecting Islamic teachings with students’ real-life experiences. This research employs a qualitative approach using a descriptive method. Data were collected through classroom observations, in-depth interviews with teachers and students, and documentation analysis. The findings indicate that the Life Story Approach enables students to interpret Islamic values more deeply through reflective activities, narrative assignments, and contextual discussions. Students demonstrate increased awareness of values such as faith, responsibility, honesty, and social empathy. The role of teachers as facilitators of reflection is crucial in guiding students to relate life experiences to Qur’anic teachings and Hadith. This approach contributes to Islamic education by strengthening the integration of cognitive, affective, and behavioral aspects of learning. Overall, the Life Story Approach proves to be an effective pedagogical model for fostering sustainable internalization of Islamic values and supporting character development among Generation Z students in a modern educational context.
The Formation of Students' Religious Character Through Al Islam and Muhammadiyah Studies Nilam Sari; Rosmaimunah; Ikhsan Siregar
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.v12i3.15488

Abstract

This study examines the role of Al-Islam and Muhammadiyahan Studies (AIK) in strengthening students’ religious character at Muhammadiyah 11 Senior High School Padangsidimpuan. The study was conducted because character education remains an important issue related to students’ discipline, responsibility, and moral behavior in the digital era. The purpose of this study was to analyze the implementation of AIK learning, teachers’ efforts in developing religious character, and the challenges faced in strengthening students’ religious values. This study used a qualitative descriptive approach. Data were collected through observations, interviews, and documentation involving the principal, AIK teachers, and students. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that AIK learning contributed positively to students’ discipline, responsibility, politeness, and social behavior through classroom learning, religious habituation, teacher role modeling, and school culture. Religious activities such as congregational prayer, Qur’an recitation, and moral guidance helped strengthen students’ emotional awareness and social interaction. However, challenges such as peer influence, family background, social media exposure, and inconsistent discipline outside school still affected students’ character development. The study concludes that AIK learning plays an important role in strengthening students’ religious character when supported by school culture, continuous supervision, and cooperation among schools, teachers, and families.
Komparasi Integrated Islamic Education (PAI) Aligned with the Pancasila Student Profile Fida Asmayani; Rizka Harfiani; Widya Masitah
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.v12i4.16045

Abstract

Integrating national character values into faith-based education is critical for fostering civic competencies alongside moral grounding in primary schools. This study aims to analyze the implementation of Islamic Religious Education (PAI) integrated with the Pancasila Student Profile at SDN 101921 Beringin, including its operational strategies, challenges, and solutions. Utilizing a qualitative single-case study design, data were collected from the school principal and PAI teachers through semi-structured interviews, classroom observations, and document analysis, then analyzed using the interactive qualitative model of data collection, condensation, display, and verification. The results indicate that the Pancasila Student Profile is systematically embedded across instructional planning, classroom execution, and evaluation through routine religious practices, active teacher modeling, contextual discussions, cooperative group work, and school-wide culture. Major implementation challenges including teachers' initial limited understanding of profile integration, diverse student personalities, and resource constraints were addressed through principal-led policy support, academic supervision, and Teacher Learning Communities (Kombel). This integrated approach significantly improved students' religious attitudes, mutual cooperation (gotong royong), independence, responsibility, and active engagement. It is concluded that PAI instruction integrated with the Pancasila Student Profile provides an effective framework for cultivating holistic character in primary education, demonstrating how faith-based instruction can directly support national civic goals
The Influence of Family Economics on Students’ Mental Health and Motivation Raditia Fansyah; Dzikril Ikhsan; Fatnan Asbupel; Mustapa Ahmad
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.v12i3.18751

Abstract

Family economic conditions play a significant role in shaping students’ mental health and learning motivation throughout their educational journey. This study aims to analyze the influence of family economics on students’ mental well-being and motivation among elementary, junior high, and senior high school students in the 2024/2025 academic year. The research employed a qualitative descriptive approach to explore students’ experiences and perceptions regarding economic challenges in their families. Data were collected through observations, interviews, and relevant literature analysis to obtain a comprehensive understanding of the issue. The findings indicate that stable financial support positively contributes to students’ educational needs, psychological well-being, and academic motivation. Conversely, financial difficulties within families often lead to anxiety, low self-confidence, stress, and decreased enthusiasm for learning, causing some students to feel uncertain about their educational future. However, the study also reveals that several students are able to maintain strong motivation despite economic limitations through self-determination, resilience, and the belief that education provides opportunities for success regardless of socioeconomic background. In conclusion, family economic conditions significantly affect students’ mental health and motivation, both positively and negatively. Therefore, support from families, schools, and the government is essential to help students overcome economic barriers and maintain their psychological well-being and academic motivation.
Madrasah Principal Leadership in Improving Teacher Performance at Madrasah Tsanawiyah Dini Milka Ardhena; Istanto
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.v12i4.18841

Abstract

Teacher performance is a critical factor in educational quality, yet maintaining high motivation and instructional innovation remains a persistent challenge in school management. This study aimed to analyze the principal's leadership in improving teacher performance at MTs Miftahul Falah Jakenan Pati. A qualitative approach with a descriptive design was employed. Data were collected through observations, interviews, and documentation, and subsequently analyzed using data reduction, data display, and conclusion drawing. The results revealed that the principal's leadership significantly enhances teacher performance by creating a conducive work environment, providing continuous motivation, conducting regular supervision, and encouraging instructional innovation. Furthermore, effective communication and a participatory approach were found to improve teacher engagement, leading to better lesson planning, implementation, and evaluation. Despite these positive outcomes, challenges such as limited innovation and suboptimal teacher motivation persist, highlighting the need for ongoing professional development. In conclusion, effective and adaptive leadership plays a pivotal role in driving teacher performance, demonstrating that sustained coaching is essential for long-term educational improvement
Implementation of the Contextual Teaching and Learning (CTL) Approach in Islamic Religious Education Classes Nursakinah Nasution; Hasrian Rudi Setiawan; Selamat Pohan
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.v12i3.19210

Abstract

Amid a growing contemporary youth morality crisis, secondary character education increasingly demands a pedagogical shift from passive instruction to localized, meaningful learning. This study examines the operationalization of the Contextual Teaching and Learning (CTL) framework within Islamic Religious Education (PAI) across senior high schools in Karo Regency to evaluate its efficacy in fostering authentic moral agency. Utilizing a qualitative multi-case research design anchored in social constructivism, data were gathered through extensive field investigations, document analyses of lesson plans, and behavioral rubrics across four distinct secondary educational environments. The results demonstrate that the systematic implementation of CTL successfully transforms abstract theological concepts into functional realities, shifting instructors from authoritative knowledge transmitters into active learning facilitators. Traditional cognitive testing was effectively replaced by multi-dimensional authentic assessment systems, including digital portfolios and peer-evaluation modules that track real-time behavioral modification. While robust institutional commitment and immersive religious school cultures served as vital structural and cultural catalysts, optimal execution faced notable bottlenecks, including restricted national curriculum credit hours, baseline disparities in student digital literacy, and external parental friction rooted in traditional, examination-oriented mindsets. Ultimately, this study concludes that sustainable character reformation rejects rigid instructional standardization in favor of place-based differentiation. To cultivate genuine moral internalization within modern student cohorts, educational stakeholders must grant instructors greater professional autonomy to decentralize micro-curriculum planning while building transparent, functional alliances that structurally unite school networks, parental spaces, and local community assets.
Strategic Management Implementation in Islamic Higher Education in Enhancing Institutional Branding Tri Joko Susanto; Imam Mujahid; Usman Abu Bakar
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.v12i3.19351

Abstract

This study examines the implementation of strategic management in strengthening institutional branding at Institut Asy-Syukriyyah Tangerang amid increasing competition in higher education. Institutional branding has become important because universities are expected not only to provide quality academic services but also to develop a strong institutional identity that reflects organizational values and stakeholder expectations. The study aims to analyze how strategy formulation, implementation, and evaluation contribute to institutional branding in an Islamic higher education institution. This research employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, observations, and document analysis involving institutional leaders, lecturers, administrative staff, and public relations personnel. The data were analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing. The findings show that institutional branding at Institut Asy-Syukriyyah Tangerang is influenced by the integration of Islamic values, organizational culture, stakeholder engagement, and digital communication practices. The institution has implemented strategic management through vision and mission alignment, academic development, community engagement, and social media utilization. However, branding activities remain fragmented and have not been fully integrated into institutional evaluation systems. The study concludes that institutional branding in Islamic higher education should be understood as a strategic outcome of organizational alignment rather than merely as a promotional activity. Stronger integration between strategic management, organizational culture, stakeholder participation, and digital communication is therefore needed to strengthen institutional reputation and competitiveness
The Role of Teachers in Transforming Lecture-Based Methods into Reflective Dialogue to Foster Student Learning Interaction Raiz Iza; Moh. Safik Al Mubarok
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.v12i3.20582

Abstract

This study examines the transformation of learning methods in Islamic Religious Education (PAI) from conventional lecturing toward reflective dialogue as an interactive approach to strengthening student engagement and understanding of Islamic values. The study aims to analyze the role of PAI teachers in implementing reflective dialogue within classroom learning and to explore its contribution to student interaction and character development. This research employed a descriptive qualitative design using observation, in-depth interviews, and documentation as data collection techniques. The participants consisted of PAI teachers and students involved in dialogic learning activities. The findings reveal that reflective dialogue significantly enhances classroom interaction by encouraging active student participation, critical thinking, and contextual understanding of PAI materials. Through reflective discussion, students were able to relate Islamic teachings to their daily experiences, thereby making learning more meaningful and relevant. In this process, PAI teachers functioned not only as knowledge transmitters but also as facilitators who created a communicative and student-centered learning environment. Furthermore, reflective dialogue contributed positively to the development of students’ character, particularly in fostering responsibility, respect, empathy, and awareness of Islamic moral values. The study concludes that reflective dialogue represents an effective pedagogical approach for improving the quality of Islamic Religious Education learning by promoting interactive communication, reflective thinking, and value internalization among students
Implementing John Dewey's Five Phases of Reflection to Enhance the Teaching Quality of Islamic Religious Education Teachers Dewi Mey Sintawati; Purnomo
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.v12i4.21331

Abstract

Developing teacher pedagogical competence is vital for meaningful learning experiences, yet systematic reflection in Islamic Religious Education (IRE) remains under-explored. This study examines the practical implementation of John Dewey's Five Phases of Reflection framework to upgrade the instructional quality of IRE teachers. Employing a qualitative, holistic single-case study design at SMP Negeri 3 Salatiga, empirical data were gathered from certified IRE teachers and their students through semi-structured interviews, passive classroom observations, and documentary portfolio audits mapped against Dewey’s reflective stages. The findings indicate that while the reflective process operated systematically within the academic dimension, it was unevenly applied to classroom discipline due to a lack of formal assessment metrics. Furthermore, critical perception gaps emerged between teachers and students regarding the cognitive strain of classroom noise, the instructional scaffolding required for exploratory learning, and the bottlenecking impact of baseline Quranic reading literacy on advanced subject comprehension. In conclusion, while Deweyan reflection effectively enhances pedagogical awareness, its long-term success depends heavily on deploying domain-specific tracking metrics, introducing tiered scaffolding architectures, and addressing perceptual disparities between teachers and students, thereby offering a sustainable operational model for continuing teacher professional development
The Effectiveness of the Halaqah Method in Improving Quran Reading Skills Among Students Nurul Arifah Zahra; Rosmaimunah Siregar; Samsidar
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.v12i3.21446

Abstract

This study aims to analyze the effectiveness of the Halaqoh method in improving Quran reading skills among students at Taluban School Mosque in Thailand. The Halaqoh method was chosen because it emphasizes an intensive approach, direct supervision, and personal interaction between educators and students in small groups. This study employs a quantitative approach using a pre-experimental, one-group pretest-posttest design. It utilizes total sampling (saturation sampling), a technique in which the entire population is included as the study sample. The assessed criteria include the accuracy of letter articulation points (makharijul huruf), the application of tajwid rules, reading fluency, and eloquence. Data analysis was conducted using descriptive statistics to determine the mean, maximum, minimum, and percentage of improvement in learning outcomes, as well as a paired-sample t-test to assess differences between pretest and posttest scores. This test was chosen because it is simple, easy to understand, and suitable for comparing learning outcomes within the same group before and after the intervention. The results of this study indicate that the implementation of the halaqah method at Taluban School Mosque in Thailand significantly improved students’ Quran reading skills. The average posttest scores were higher than the pretest scores, indicating that the halaqah method is effective in improving Quran reading skills. These findings suggest that small-group learning through the halaqah method fosters more intensive interaction between teachers and students, as well as among students themselves, thereby gradually improving the quality of Quranic recitation. Therefore, the halaqah method can serve as an alternative strategy for teaching the Quran in Islamic educational institutions and mosque settings.

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