Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam

LEARNING EVALUATION WITH ARTIFICIAL INTELLIGENCE TECHNOLOGY INTEGRATION TOWARDS IMPROVING STUDENT LEARNING QUALITY

Hendra Wijaya, Hendro Prasetyono — Sun, 14 Dec 2025 00:00:00 +0700

This research emerged from the issue of the limited effectiveness of traditional learning approaches in improving students’ academic performance. The primary goal of this study is to quantitatively examine how far the integration of Artificial Intelligence (AI)–based learning methods can enhance students’ learning outcomes compared to conventional lecture techniques. A quantitative experimental design utilizing a pretest–posttest model was applied. Data were obtained through pretests and posttests and further analyzed using the Paired Sample t-test and Analysis of Covariance (ANCOVA) to determine differences and measure the influence of learning methods on achievement levels.

The results indicate a substantial improvement between the pretest and posttest scores, with a mean difference of -15.167 (t = -9.575; p < 0.001), confirming that posttest scores significantly increased after the intervention. The ANCOVA results further demonstrated that the applied learning method had a strong influence on posttest outcomes (F = 35.980; p < 0.001), while the pretest variable showed no significant effect (p = 0.497). Participants who engaged in AI-integrated learning achieved an average posttest score of 85.838, notably higher than the lecture group’s 75.729, with a 95% confidence interval verifying this difference. These findings emphasize that AI integration enhances learning personalization, comprehension, and engagement, thereby contributing positively to the overall improvement of learning outcomes compared to traditional methods. The implications of this research underscore the importance of educational institutions integrating AI-based learning to enhance the quality of the learning process, support more accurate pedagogical decision-making, strengthen curriculum policy development, and promote the systematic, sustainable, inclusive, and adaptive implementation of teacher training.

SANAD-BASED DAKWAH METHOD: A STUDY OF THE TEACHING TRADITION AND EXAMPLE OF K.H. MUHAMMAD ARWANI AMIN SA'ID KUDUS

Imam Fatkhullah, Yuzril Mahendra, Muhammad Firdaus — Tue, 16 Dec 2025 00:00:00 +0700

This study is motivated by the decline of moral and spiritual authority in modern Islamic da’wah, which tends to be pragmatic and rhetorical. The research aims to analyze the sanad-based da’wah method practiced by K.H. Muhammad Arwani Amin Sa’id at Yanbu‘ul Qur’an Islamic Boarding School in Kudus as a model emphasizing the continuity between knowledge (‘ilm), ethics (adab), and practice (‘amal). Using a qualitative approach through library research, this study examines Arwani’s works, biography, and teaching tradition. The findings reveal that sanad in Arwani’s da’wah functions as a system of value transmission integrating intellectual, moral, and spiritual dimensions through talaqqi (direct learning), mushafahah (face-to-face transmission), and exemplary conduct (uswah hasanah). This approach unites sanad al-‘ilm, sanad al-adab, and sanad al-amal, resulting in an authentic and transformative da’wah bil hal (preaching through action). This study concludes that sanad da'wah is a relevant paradigm for contemporary Islamic da'wah which is rooted in tradition but oriented towards character formation. Its implication suggests that this model can be recontextualized in education and digital da’wah to strengthen scholarly authority, ethical integrity, and moderate Islamic leadership in the modern era.

THE ROLE OF CONGREGATIONAL DHUHA PRAYER ACTIVITIES IN FORMING STUDENTS' SPIRITUAL CHARACTER

Hendro Juwono, Muhammad Zamroni — Wed, 17 Dec 2025 00:00:00 +0700

This study aims to analyze the role of congregational Dhuha prayer activities in shaping students’ spiritual character . The background of this research is based on the importance of developing religious character through the habituation of worship as an integral part of Islamic education. The research employed a qualitative approach with data collection techniques including observation, interviews, and documentation. The research was conducted at Anshoriyah, Parijata Wetan Village. Data were analyzed using an interactive analysis model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that the implementation of congregational Dhuha prayer significantly contributes to the development of students’ spiritual character. Regular and structured worship activities foster religious values reflected in positive behavioral changes among students. The observed impacts include increased punctuality, personal responsibility, emotional calmness, politeness and social empathy, as well as enhanced awareness of worship and gratitude to Allah. Supporting factors for this activity include strong commitment from the principal and teachers, adequate mushalla facilities, and continuous guidance. Meanwhile, inhibiting factors include limited awareness among some lower-grade students and the need to strengthen worship motivation. The habituation of congregational Dhuha prayer serves as an effective strategy for strengthening students’ spiritual character and is worthy of implementation as a religious culture development program in Islamic elementary schools.

IMPLEMENTATION OF ISLAMIC EDUCATIONAL VALUES IN FORMING STUDENTS' DISCIPLINED CHARACTER

Fathul Amin, Muhaiminah Darajat — Wed, 17 Dec 2025 00:00:00 +0700

This study aims to describe the implementation of Islamic educational values in shaping students’ disciplinary character at Madrasah Tsanawiyah. The research focuses on the internalization process of aqidah, akhlaq, and ibadah values in developing students’ disciplined behavior, as well as the disciplinary guidance strategies applied by teachers and the institution. This study employs a qualitative approach using a descriptive method. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that Islamic educational values play an important role in shaping students’ disciplinary character through Islamic Religious Education learning, habituation of religious activities, and teacher role modeling. Disciplinary guidance strategies are carried out through persuasive and humanistic approaches, such as providing rewards, positive reinforcement, rule reminders, personal counseling, and implementation of educational consequences. This approach aligns with Bandura’s social learning theory on behavioral modeling and Skinner’s reinforcement theory emphasizing the importance of positive reinforcement. The implementation of Islamic educational values is proven effective in developing students’ discipline in terms of punctuality, adherence to school regulations, academic responsibility, and consistency in performing worship.

PAI TEACHERS' STRATEGIES IN IMPLEMENTING THE 7 HABITS OF GREAT CHILDREN IN THE LEARNING ACTIVITIES

Halimatus Sa’diya, Avidatul Umaidah, Endah Tri Wisudaningsih — Sat, 20 Dec 2025 00:00:00 +0700

THE ROLE OF MADRASAH PRINCIPAL LEADERSHIP IN TECHNOLOGY-BASED EDUCATIONAL INNOVATION

Taskya Nafsi Al Husna, Nur Hidayati — Sat, 20 Dec 2025 00:00:00 +0700

This study aims to describe the role of the madrasah principal’s leadership in encouraging technology-based educational innovation, as well as to describe the strategies employed by the principal in utilizing technology to improve the quality of education. The research adopts a qualitative approach, which involves investigating phenomena in their natural settings and employs a descriptive research design. The selection of informants was carried out using the snowball sampling technique, beginning with initial informants and subsequently expanding by seeking recommendations for additional informants relevant to the research focus. Data collection techniques included observation, interviews, and documentation. The data analysis procedures consisted of data reduction, data presentation, and conclusion drawing al well as SWOT.

The results of the study indicate that the madrasah principal plays a role as an initiator of digital learning programs. This includes innovations implemented in the madrasah, such as the use of platforms like Google Classroom, Madrasah e learning, the Madrasah SIM Dashboard, the use of videos in instructional methods, and online evaluation. The principal’s role is not limited to structural leadership; the principal also serves as a role model in the use of technology, both in management practices and academic supervision. This strategy not only demonstrates the principal’s commitment to developing educational innovation but also reflects systematic, participatory, and adaptive planning in response to the dynamics of 21st-century education. This study contributes to the development of research in educational management and leadership, particularly within the context of madrasah.

SYED MUHAMMAD NAQUIB AL ATTAS'S PHILOSOPHY OF EDUCATION: A PERENNIALIST CRITICISM OF THE SECULARIZATION OF EDUCATION

Anugrah Giffari, Hironimus Dafa, Ishomuddin — Thu, 18 Dec 2025 00:00:00 +0700

This article investigates the perennialist philosophical critique by Syed Muhammad Naquib Al-Attas of the secularization of education, which is identified as the source of the modern educational crisis, a crisis marked by pragmatism and the erosion of values. This research analyzes Al-Attas's body of work to unveil his critique. The findings show that Al-Attas perceives secularization not just as a political process, but rather as a philosophical program that leads to the desacralization of nature and the despiritualization of man. The most damaging consequence in education is the "loss of adab," defined as the failure to acknowledge the hierarchy of reality and knowledge, resulting in epistemological and ethical chaos. To solve this, Al Attas offers the project of the "Islamization of Contemporary Knowledge." Its objective is to re-embed knowledge within the Islamic worldview (ru’yat al-Isl?m li al-wuj?d), aspiring to cultivate the "Man of Adab" (al-ins?n al-adab?). The implication of this study advocates for a fundamental reconstruction of Islamic educational curricula that prioritizes the inculcation of adab over mere technical competence, thereby offering a strategic counter-narrative to global pragmatism. This article concludes that Al-Attas's philosophy offers a strong theoretical framework to diagnose the crisis in education and to propose a restorative solution that is rooted in the Islamic intellectual tradition and consistent with the principles of perennial universalism.

ETHICAL DYNAMICS IN THE IMPLEMENTATION OF REWARDS AND PUNISHMENT IN ISLAMIC EDUCATION

Andi Abd. Muis, Nur Amalina Abdul Rahman, Mardiah Wahyuni, Siti Rondhiyah — Sun, 28 Dec 2025 00:00:00 +0700

Reward and punishment are pedagogical strategies commonly employed in Islamic education to shape students’ behavior and moral character. However, practices that are not grounded in ethical principles may lead to dependence on external motivation and have negative effects on students’ psychological development. This study aims to analyze the ethical dimensions of the implementation of reward and punishment from the perspective of Islamic education as well as contemporary critiques in studies of learning motivation. This research adopts a qualitative approach through a literature review, with data sources derived from the Qur’an, Hadith, books, and relevant scholarly journals. The data were analyzed using a descriptive-analytical method, focusing on Islamic ethical values such as justice (‘adl), compassion (rahmah), wisdom (hikmah), and the educational orientation of tarbiyah. The findings indicate that reward is effective in enhancing positive motivation when applied proportionally and meaningfully, whereas punishment is justified only as an educational tool that aims to educate without undermining students’ dignity. Contemporary psychological critiques emphasize that an imbalance in the application of reward and punishment may weaken intrinsic motivation. The implications of this study underscore the importance of ethical and reflective instructional strategies that position reward and punishment as supporting instruments for character education. Ethical practices grounded in Islamic values contribute to the development of students’ intrinsic motivation and moral responsibility in accordance with the objectives of Islamic education.

USE OF INFOGRAPHIC MEDIA IN FORMING LEARNING INTEREST AND CREATIVITY OF MADRASAH STUDENTS

Muhammad hasbullah Ridwan, Risma Ulyatul Izza — Tue, 30 Dec 2025 00:00:00 +0700

This study aims to describe the use of infographic learning media in fostering creativity and learning interest among tenth-grade students at Madrasah. The background of this study is based on the lack of variation in learning media in the classroom, which has an impact on the low level of students’ learning interest and creativity, particularly in Indonesian language learning. Infographic media were chosen as an alternative learning medium because of their advantages in presenting material visually, concisely, and attractively, which are expected to increase students’ engagement in learning. This study employed a descriptive qualitative approach with tenth-grade students of Madrasah as the research subjects. Data were collected through observation, interviews, and documentation. Data validity was ensured through technique triangulation and source triangulation, while data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results indicate that the use of infographic media has a positive impact on students’ learning interest and creativity. Students became more enthusiastic, active, and focused during the learning process. The visual, colorful, and systematic presentation of materials was able to attract students’ attention and reduce learning boredom. In addition, students’ creativity developed through activities of creating simple infographics and engaging in active classroom discussions. Therefore, infographic learning media can be concluded to be effective in fostering students’ learning interest and creativity and can serve as an innovative alternative learning medium in Indonesian language learning at the Madrasah level.

ANALYSIS OF TRANSLATION ERRORS IN GOOGLE TRANSLATE ARABIC TEXTS INTO INDONESIAN IN THE BOOK IHYA' ULUMUDDIN

M. Alaika Nasrullah, Anyes Lathifatul Insaniyah, Mauliddah Khasanah — Sat, 27 Dec 2025 00:00:00 +0700

This research aims to identify the errors of Google Translate in translating Arabic text into Indonesian in the book Ihya' Ulumudin, specifically in the fields of syntax and semantics. The type of research used in this study is library research, which is a data collection technique involving a review of books related to the problem to be solved. The data used in this study is from the book "Ihya' 'Ulumuddin" volume 3, chapter "Al-Riya'u Al-Khafi" which is more hidden than the crawling of ants. Data analysis in this study was done by collecting data, recording errors, describing errors, and evaluating errors. The results of this study are that Google Translate still has many shortcomings in translating Arabic text into Indonesian, especially for yellow book texts which are heavily laden with nahwu and shorof rules. As for the errors in Google Translate in the field of syntax found in this study, they are: errors in translating superlative verbs, errors in translating plural sentences, errors in translation, errors in translating compound structures, and errors in Google Translate's translation of passive participles. Google's semantic errors include: mistranslation of the same letters with different vowel marks, incorrect word choice, inaccurate translation of hidden pronouns, Google's error in translating the letter qod, grammatical errors, and errors in translating the benefits of letters. The implications of this research indicate that the use of Google Translate as a tool for translating Arabic religious texts, particularly classical texts, needs to be accompanied by adequate linguistic understanding. These findings can also serve as a reference for teachers, students, and Arabic translators to be more critical in using translation machines and to encourage the development of translation technology that is more sensitive to the syntactic structure and semantic meaning of classical Arabic.