Jurnal TARBAWI

Integrating Urban Sufism Values into the Merdeka Belajar Kampus Merdeka Curriculum

2026-09-29T05:32:38+00:00

The implementation of the Merdeka Belajar Kampus Merdeka (MBKM) curriculum has encouraged higher education institutions to develop flexible learning systems while maintaining their institutional identity and values. For Islamic higher education institutions, the challenge is not only adapting to the MBKM policy but also integrating distinctive religious values into curriculum development. This study analyzes the integration of urban Sufism values into the MBKM curriculum at Institut Al Fithrah Surabaya, an Islamic higher education institution with a pesantren-based identity. This study employed a qualitative approach with a case study design. Data were collected through curriculum document analysis, observation, and interviews with institutional stakeholders. Data analysis used data reduction, data display, and conclusion drawing. The findings reveal that the integration of urban Sufism values in the MBKM curriculum is implemented through three main processes: (1) incorporating Sufism-based values into curriculum components, (2) internalizing values through learning activities and academic culture, and (3) actualizing these values in students' daily lives. The values integrated into the curriculum include piety, honesty, sincerity, perseverance, ethical conduct, consistency, self-discipline, and responsibility. This study shows that integrating urban Sufism values provides a distinctive model for implementing MBKM in Islamic higher education institutions by balancing academic competence development with spiritual and moral formation.

Implementation of the Giving Questions and Getting Answers Method in Akidah Akhlak Instruction

2026-08-27T08:42:27+00:00

Teacher centered instruction can limit student participation in Akidah Akhlak learning, even though the subject requires learners to understand, discuss, and internalize religious values. This qualitative field study examines the implementation of the Giving Questions and Getting Answers (GQGA) method in Grade XI Akidah Akhlak instruction at MA Nihayatul Amal Rawamerta. Data were obtained through classroom observation, interviews with the subject teacher and students, and documentation, and were analyzed through data reduction, data display, and conclusion drawing with triangulation used to support trustworthiness. The findings show that GQGA was implemented through a structured sequence of introductory explanation, individual question formulation, question exchange, peer answering and discussion, teacher facilitation, and reflective closure. Within this sequence, students displayed greater participation in asking and answering questions, discussing ideas, and expressing opinions. The method also supported students’ confidence and their engagement with the learning material because they were required to process information actively rather than receive it passively. Implementation challenges included uneven ability to formulate appropriate questions and limited instructional time; the teacher responded by modeling questions, providing staged guidance, and using small-group interaction. The study contributes a contextual description of how GQGA can function as an active-learning strategy in Akidah Akhlak classrooms and highlights the importance of teacher scaffolding for sustaining meaningful participation.

Islamic Religious Education Teachers’ Strategies in Overcoming Students’ Learning Difficulties in Kotabaru Regency

2026-09-17T05:48:32+00:00

School education is a vital medium for achieving national educational goals. However, educational success does not depend solely on teachers and curriculum; it is also influenced by environmental factors. This study addresses an important gap in previous research, where previous studies only focused on single aspects, either social environment, teacher strategies, or learning media, without integrating them into a comprehensive framework. This study aims to analyze the relationship and interaction among three main components involved in addressing learning difficulties in Islamic Religious Education (PAI): teacher strategies, social environment, and learning media utilization. This study uses a mixed-methods approach, integrating quantitative and qualitative findings from previous empirical studies involving 116 students across three schools in Kotabaru, Indonesia. Data were obtained through questionnaires, observations, interviews, and documentation from the selected studies. Quantitative data were analyzed using Pearson Product Moment correlation analysis, while qualitative findings were analyzed descriptively. Quantitative data were analyzed using Pearson Product Moment correlation analysis, and qualitative data were analyzed descriptively. The findings indicate that students' social environment was categorized as high (71.74%), while learning behavior was also categorized as high (76.75%), showing a strong relationship between both variables (rxy = 0.673). However, students' learning interest was still at a moderate level (59.3%) with a strong correlation (rxy = 0.681). Teacher strategies include planning, implementation, evaluation, modeling exemplary behavior, assigning tasks, and habituation. These findings highlight that overcoming learning difficulties in PAI requires an integrated approach that combines teacher pedagogical competence, supportive learning environments, and effective use of learning media.

Dialectics of Normativity and Historicity in al-Maududi and al-Asymawi’s Hijab Thought for Islamic Education

2026-08-27T08:51:56+00:00

Debates on Muslim women’s dress are often taught as if they culminate in a binary verdict: obligatory or non-obligatory. This framing obscures the epistemic process through which different legal conclusions emerge from shared scriptural references. This article reconstructs the debate between Abu al-A‘la al-Maududi and Muhammad Sa‘id al-‘Asymawi and formulates its implications for Islamic education. The study employs qualitative library research with a comparative-hermeneutic design. Its primary corpus comprises al-Maududi’s al-Hijab and al-‘Asymawi’s writings on hijab, supported by recent scholarship on contextual Qur’anic interpretation, Islamic education, religious moderation, and controversial-issue pedagogy. The analysis maps textual sources, historical assumptions, legal reasoning, ethical objectives, and pedagogical consequences. The study finds that al-Maududi privileges normative continuity and textual authority, whereas al-‘Asymawi emphasizes historical causality, social context, and the ethics of modesty. Their disagreement is therefore primarily methodological rather than merely juridical. The article proposes a text-context dialectical pedagogy that teaches khilafiyah as a reasoned interpretive process and uses contested religious issues to cultivate critical religious literacy, argumentative ethics, and contextual judgment without dissolving normative commitment.

Prophetic Character Values in Islamic Education through Al-Qudwah Al-Hasanah by Muhammad bin Alwi Al-Maliki

2026-08-27T08:55:11+00:00

Education is not only concerned with intellectual development but also with the formation of character and moral responsibility. In Islamic education, character development is closely related to prophetic exemplification, which provides ethical foundations for individual attitudes and behaviors. However, studies on Islamic character education often discuss general values without examining how prophetic values are conceptualized within classical Islamic works and their relevance to contemporary educational contexts. This study aims to analyze prophetic character values in the book Al-Qudwah Al-Hasanah by Muhammad bin Alwi Al-Maliki and explore their significance for Islamic education. This research employed a qualitative approach using library research and content analysis methods. Data were collected through systematic examination of the primary text and supported by relevant academic literature. The findings reveal five major prophetic character values, namely religiosity, discipline, creativity, hard work, and friendliness and communicativeness. These values represent interconnected dimensions of spiritual, personal, and social character development. The study indicates that Al-Qudwah Al-Hasanah provides a relevant conceptual foundation for strengthening Islamic character education by integrating prophetic exemplary values into the formation of educators and learners. This research contributes to the understanding of how classical Islamic texts can be contextualized as sources of character education in contemporary educational settings.

Merdeka Curriculum Implementation and Learning Interest in Islamic Religious Education at SMAN 3 Kota Pasuruan

2026-08-27T08:58:47+00:00

The Merdeka Curriculum is intended to make Indonesian secondary education more flexible, contextual, and student-centered, but evidence on its relationship with students' learning interest in Islamic Religious Education (Pendidikan Agama Islam, PAI) remains limited. This study examines the implementation of the Merdeka Curriculum in PAI at SMAN 3 Kota Pasuruan and tests its relationship with students' learning interest. The original study used a quantitative-dominant ex post facto design supplemented by interview evidence. The researchers collected data from Grade XI students using structured questionnaires, supported by teacher and student interviews. Simple linear regression revealed a significant positive association between Merdeka Curriculum implementation and students’ learning interest (β = 0.584, p < .001). The findings indicate that curriculum flexibility contributes to learning interest when enacted through participatory, contextual, and student-centered pedagogical practices. Interview evidence indicates that project work, discussion, group presentation, reflective journals, contextual religious cases, and greater student participation helped make PAI more relevant and engaging. However, limited learning resources, uneven teacher readiness for new assessment practices, facility constraints, and differences in student preparedness remained important boundary conditions. The findings suggest that curriculum flexibility is associated with stronger learning interest when translated into autonomy supportive, participatory, and contextually meaningful pedagogy rather than implemented as an administrative change alone.

The Relationship Between The Drill Method And Education Learning Outcomes Among Grade X1 Students At Islamic Senior High School 1 Surakarta

2026-08-27T09:28:23+00:00

The Drill Method is an instructional approach that involves repeated exercises, memorization, practice, and note-taking to support students’ learning processes. This study aims to examine the implementation of the Drill Method, describe students’ learning outcomes in Islamic Religious Education (IRE), and determine whether there is a statistically significant relationship between the Drill Method and the learning outcomes of Grade X1 students at Islamic Senior High School 1 Surakarta. This study employed a quantitative research design with a correlational approach. Data were collected from 29 students using a Likert-scale questionnaire measuring the implementation of the Drill Method, while students’ IRE learning outcomes were obtained from their report-card scores. The data were analyzed using descriptive statistics and simple linear regression with the assistance of SPSS. The results showed that the implementation of the Drill Method was categorized as good, with the largest proportion of students (34.5%) falling into the good category. Students’ learning outcomes were predominantly distributed across the good and fair categories, each accounting for 27.6%, with a mean score of 79.07. However, the simple linear regression analysis indicated that the relationship between the Drill Method and students’ IRE learning outcomes was not statistically significant (p = 0.314 > 0.05; t = 1.025). Therefore, the findings do not provide sufficient statistical evidence to support the hypothesis that the Drill Method is significantly associated with students’ learning outcomes. The finding suggests that although the Drill Method was implemented at a good level, its use alone may not be sufficient to account for differences in students’ IRE learning outcomes. This implies that PAI teachers may need to combine repeated practice with other instructional strategies that promote students’ engagement, understanding, motivation, and active participation.The Drill Method is an instructional approach that involves repeated exercises, memorization, practice, and note-taking to support students’ learning processes. This study aims to examine the implementation of the Drill Method, describe students’ learning outcomes in Islamic Religious Education (IRE), and determine whether there is a statistically significant relationship between the Drill Method and the learning outcomes of Grade X1 students at Islamic Senior High School 1 Surakarta. This study employed a quantitative research design with a correlational approach. Data were collected from 29 students using a Likert-scale questionnaire measuring the implementation of the Drill Method, while students’ IRE learning outcomes were obtained from their report-card scores. The data were analyzed using descriptive statistics and simple linear regression with the assistance of SPSS. The results showed that the implementation of the Drill Method was categorized as good, with the largest proportion of students (34.5%) falling into the good category. Students’ learning outcomes were predominantly distributed across the good and fair categories, each accounting for 27.6%, with a mean score of 79.07. However, the simple linear regression analysis indicated that the relationship between the Drill Method and students’ IRE learning outcomes was not statistically significant (p = 0.314 > 0.05; t = 1.025). Therefore, the findings do not provide sufficient statistical evidence to support the hypothesis that the Drill Method is significantly associated with students’ learning outcomes. The finding suggests that although the Drill Method was implemented at a good level, its use alone may not be sufficient to account for differences in students’ IRE learning outcomes. This implies that PAI teachers may need to combine repeated practice with other instructional strategies that promote students’ engagement, understanding, motivation, and active participation.

Clean and Healthy Living Behavior as a Mechanism for Character Formation in Senior High School

2026-08-27T09:05:05+00:00

Clean and Healthy Living Behavior (Perilaku Hidup Bersih dan Sehat, PHBS) is generally positioned as a school-health initiative, yet its educational function as a mechanism of character formation remains insufficiently explained. This study examines how PHBS contributes to the internalization of student character values at SMAN 1 Grati, Pasuruan, and analyzes the institutional and behavioral conditions that support or constrain this process. This study employed a descriptive qualitative case-study design. Data were obtained through observation, in-depth interviews with school stakeholders, and documentation, and were analyzed through data reduction, data display, cross-source comparison, and conclusion drawing. The findings indicate that PHBS is embedded in recurring school practices, including handwashing, waste sorting, classroom duty, Clean Friday, environmental programs, health education, health checks, and School Health Unit activities. These practices become educationally meaningful when teacher modeling, school policy, adequate facilities, student participation, and continuity between school and home reinforce them. The process strengthens discipline, responsibility, cooperation, independence, and environmental awareness by transitioning students from externally regulated compliance to more self-directed behavior. However, uneven individual awareness, dependence on supervision, and leadership transitions limit sustainable internalization. The study develops an integrated PHBS-to-character pathway consisting of institutional enabling, repeated enactment, social reinforcement, and student agency. This framework extends the discussion of PHBS beyond hygiene compliance and shows how a whole-school health practice can function as an experiential environment for character education.

Implementation Strategy of the Wafa Right-Brain Approach Method in Qur'an Learning at SDIT Az-Zahra Sragen

2026-08-27T09:32:24+00:00

Implementing the Right-Brain Method in Qur'an learning involves instructional practices that use the Talaki method and classical learning approaches. This study describes and analyzes the implementation of the Wafa Method, a right-brain approach, in Qur'an learning within the Tahfidz Class Program (TCP) at SDIT Az-Zahra Sragen. This research primarily explores how Hijaz rhythm and multisensory techniques are implemented to create an enjoyable Qur'an learning environment and address students' boredom with learning. This study employed a descriptive qualitative research method. Data collection included participatory observation, in-depth interviews, and document analysis. Data analysis followed the stages of data reduction, data presentation, and conclusion drawing. The results indicate that implementing Qur'an learning using the right-brain approach in the TCP Class at SDIT Az-Zahra Sragen consists of three stages. The first stage is motivation and brain games. At this stage, students develop strong motivation to learn, preparing them to receive learning materials better. The second stage involves the teacher demonstrating exercises from the Tilawah book or instructional posters by connecting them with students' daily activities. The practice process includes listening activities, both in the classroom as a group and individually. The third stage involves repeating the materials practiced in the second stage, which students then present to the teacher for evaluation. Through these three stages, supported by structured assessment processes, students develop Qur’an reading skills based on tajwid principles and Hijaz melody practice.

Interactive Flat Panel Implementation in Islamic Religious Education Learning: A Case Study at SDN 1 Tugupapak

2026-08-27T09:09:11+00:00

Interactive Flat Panel (IFP) technology offers new opportunities for digital integration in Islamic Religious Education (IRE) by supporting interactive, visual learning experiences. However, limited studies have explored how IFP is implemented in elementary Islamic Religious Education classrooms and how teachers and students experience its use during learning activities. This study aims to explore the implementation of Interactive Flat Panel in Islamic Religious Education learning at SDN 1 Tugupapak. Using a qualitative case study design, the study collected data through classroom observations, interviews with the IRE teacher, students, and the school principal, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing, with credibility strengthened through source and technique triangulation. The findings reveal that IFP implementation supports IRE learning by enabling multimedia-based material presentation, interactive explanations, and visual representations of religious concepts. IFP also encourages student participation, attention, and engagement during learning activities. Nevertheless, implementation challenges remain, including teachers' digital competence, technical infrastructure, and pedagogical adaptation. The study concludes that IFP's educational value depends not only on technological availability but also on teachers' ability to integrate digital tools with meaningful pedagogical practices.