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

THE ROLE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN STRENGTHENING STUDENTS' SELF-CONTROL

Citra Puspita Maulida, Kasuwi Saiban, Umi Salamah — Mon, 08 Jun 2026 00:00:00 +0700

Seeing the current phenomenon, various problems often arise due to a person's lack of self-control. In the process of strengthening students' self-control, teachers have an important role, especially Islamic Religious Education teachers. The purpose of this study is to describe the role of Islamic Religious Education teachers in strengthening self-control aspects of behavioral control, cognitive control, and decisional control of students. This study uses a qualitative approach with a descriptive research type. Data collection: interviews, observation, and documentation. Data checking uses triangulation, the "Miles Huberman and Saldana" model, namely data condensation, data presentation, and drawing conclusions. The implications of strengthening studens self control include developing their Islamic caracter, improving the quality of learning, and achieving the goals of Islamic educations. Integrating self control into Islamic education is not only key to academic success but also fosters a strong Islamic character. Research results: 1) Carrying out religious activities in schools includes: a program of reciting the Koran before learning for 1 hour, congregational dhuhur prayer, istighotsah, congregational dhuha prayer, infaq on Friday, clean Friday, healthy Friday, shaking hands with teachers before entering school, commemoration of Islamic holidays, and Islamic Religious Education teachers explain the material by connecting examples in everyday life. 2) Providing a point book system for students who violate school rules, if there are a lot of points then there will be a call from the parents, giving educational sanctions to students who violate the rules, and teachers providing good examples. 3) Involving students in routine religious activities at school, implementing discussion or group methods to make it easier for students to solve learning problems, Islamic Religious Education learning has a question and answer session if there is material that is not yet understood, providing guidance and counseling facilities to help solve student problems, as well as good cooperation between several parties concerned. This study gives the impression that the role of Islamic Religious Education teachers in religious training and role models is able to strengthen students' self-control, thereby helping students to be more disciplined, able to control their behavior, think more positively, and be wiser in making decisions in the school environment and in everyday life.

DEVELOPING THE INDEPENDENT CHARACTER OF FOSTER CHILDREN THROUGH THE ORPHANAGE DORMITORY CURRICULUM

Maslahatun Nikmah, Abdullah Syukur — Mon, 08 Jun 2026 00:00:00 +0700

Curriculum is an important element in the implementation of education that functions as a guideline in the learning process to achieve educational goals effectively and systematically. In its implementation, the success of the curriculum is greatly influenced by curriculum ad-ministration and the role of teachers in shaping students’ learning experiences, including character education. One of the main characters emphasized in national education goals is independence. Independent character is important to be instilled from an early age because it affects children's ability to make decisions, take responsibility for themselves, solve prob-lems, and increase self-confidence and readiness to face social life. Especially for orphaned children, independence becomes an essential aspect in enabling them to face life’s challenges without dependence on others. This study aims to explore the character education curricu-lum in shaping the independent character of orphaned children. This research used a descrip-tive qualitative approach with data collection techniques including observation, in-depth in-terviews, and documentation. The results of this study indicate that the character education curriculum for students is implemented through various programs, such as psychological counseling, classroom learning activities, outdoor learning activities, independence develop-ment programs, and recreational excursions. This study recommends strengthening training for educators as well as improving the character evaluation system to support the sustaina-bility of character education programs in the dormitory.

TRANSFORMATIONAND POLICY PROBLEMS ISLAMIC EDUCATION

M. Kasyful Anwar, Sabran, Sri Susmiati — Tue, 09 Jun 2026 00:00:00 +0700

This study examines the dynamics and challenges in the implementation of Islamic education policies across various levels of education in Indonesia, ranging from primary education to higher education. Using a descriptive qualitative approach, the study analyzes how these policies contribute to national education goals and address structural issues within the education system. The findings reveal that despite the existence of systematic regulations, significant challenges remain, including the uneven distribution and quality of educators, disparities in facilities between urban and rural areas, unstable curricula, and weak institutional coordination. These issues are further exacerbated by limited professional training opportunities and inadequate integration of Islamic values and religious moderation. The authors propose several solutions, including the digitalization of Islamic education, strengthening teacher competencies, implementing context-based curriculum reforms, and enhancing community engagement. The study highlights the importance of participatory and locally responsive policy reforms to improve the quality and relevance of Islamic education in Indonesia. The implications of this study suggest that adaptive and sustainable policy implementation can enhance the quality of Islamic education, promote equitable access to educational opportunities, and support the development of competent, moderate, and character driven learners in accordance with the goals of national education. The implication of implementing these policy recommendations has the potential to improve the quality of learning processes and outcomes, expand access to more equitable Islamic education, reduce the gap in education quality between regions, and strengthen the pedagogical and professional strength of teachers.

CULTIVATING DISCIPLINE IN STUDENTS THROUGH REWARDS AND PUNISHMENT

Hanifah Rahmi, Kasuwi Saiban, Umi Salamah — Wed, 10 Jun 2026 00:00:00 +0700

This study aims to analyze the implementation of reward and punishment in instilling discipline among students. This research employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldana, which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that the implementation of rewards in the form of praise, gifts, and appreciation was able to improve students’ learning motivation, compliance with regulations, and enthusiasm in participating in boarding school activities. Meanwhile, educational punishments, such as warnings, additional assignments, and restriction of certain facilities, proved effective in controlling behavior and reducing disciplinary violations among students. The balanced implementation of reward and punishment was able to create an orderly and conducive boarding school environment while supporting the development of responsibility, independence, and discipline among students. This study also found that the implementation of reward and punishment has implications for character building and the development of a disciplinary culture within the boarding school environment. However, when applied excessively and disproportionately, rewards may lead to dependency and decrease students’ intrinsic motivation. Therefore, a wise, educational, and sustainable strategy in implementing reward and punishment is needed so that the process of developing students’ discipline can be carried out optimally. The research results show that the balanced implementation of rewards and punishments has a positive impact on increasing student learning motivation, compliance with regulations, and reducing disciplinary violations. Furthermore, this policy contributes to creating an orderly and conducive Islamic boarding school environment and strengthening the character development of responsibility, independence, and a culture of discipline among students. However, excessive implementation of rewards has the potential to create dependency and reduce students' intrinsic motivation, so proportional, educational, and sustainable implementation is needed.

OPTIMIZING QUR’AN INSTRUCTION THROUGH THE JIBRIL METHOD TO IMPROVE THE QUALITY OF STUDENTS’ RECITATION

Muhammad Zainal, Hafid — Wed, 10 Jun 2026 00:00:00 +0700

This study aims to optimize Qur'anic education through the application of the Jibril method to improve the recitation skills of students at the Nurul Huda Al-Habibi Kebonan Foundation in Krasak, Kedungjajang, Lumajang. This study employs a library study method with a qualitative approach. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles, Huberman, and Saldana model, which includes data condensation, data presentation, and conclusions. The results of the study indicate that the Jibril method is implemented through a process of repeatedly imitating the teacher’s recitation until the students are able to read the Qur’an well, with proper recitation (tartil), and in accordance with the rules of tajwid. Instruction is conducted both individually and in groups according to the students’ abilities, and is supported by daily, monthly, and annual evaluations. The application of the Jibril method has proven effective in improving the fluency, eloquence, and accuracy of students’ Qur’an recitation. Supporting factors include students’ learning experiences, parental support, facilities and infrastructure, and teacher guidance, while inhibiting factors include differences in students’ baseline abilities, lack of learning motivation, and the limited number of educators proficient in the Jibril method. Therefore, it is necessary to establish a routine of regular Qur’an recitation, provide Jibril method guidebooks, and conduct training for educators to improve the quality of Qur’anic education

IMPLEMENTING ENVIRONMENTAL CHARACTER EDUCATION IN AN ISLAMIC SCHOOL WITHIN A MUSLIM MINORITY CONTEXT: A CASE STUDY IN SOUTHERN THAILAND

Sat, 13 Jun 2026 00:00:00 +0700

Environmental character education is vital for strengthening environmental awareness, particularly in Islamic schools within minority contexts. This study examines the implementation of religiously grounded environmental character education at an Islamic school in Southern Thailand, using a qualitative descriptive approach through observation, interviews, documentation, and literature review. Findings show that the school applies a systematic habituation model based on Fathnuryati Hidayah's framework, comprising routine activities, spontaneous actions, and exemplary behavior. Religious values are integrated through the Tarbiyah program, linking cleanliness and environmental responsibility to Islamic principles. Success indicators include near-total student participation in Tarbiyah, improved classroom and schoolyard cleanliness, and greater accuracy in waste sorting. Obstacles identified include uneven student awareness, limited cleaning facilities, and weather-related disruptions to outdoor activities. The study concludes that the school effectively cultivated environmental values through religious teaching, daily habits, and teacher modeling. These findings imply that Islamic schools in similar minority contexts can adopt the Tarbiyah-based habituation model as a practical, low-resource strategy for environmental character education. Integrating Islamic values, such as cleanliness as part of faith and nature as divine trust, into daily routines demonstrates that spiritual frameworks can effectively drive sustainable behavioral change without dependence on formal government programs.

APPROACHES AND STRATEGIES FOR ISLAMIC RELIGIOUS EDUCATION LEARNING IN THE CONTEXT OF MERDEKA BELAJAR KAMPUS MERDEKA

Nurjana Cyntia Rahman, Burhanuddin Abdul Karim Mantau, Yanty K. Manoppo — Sat, 13 Jun 2026 00:00:00 +0700

This article examines the implementation of Islamic Religious Education (PAI) learning approaches and strategies within the policy framework of Merdeka Belajar Kampus Merdeka (MBKM), or Independent Learning–Independent Campus. PAI learning within the MBKM framework emphasizes flexibility, authentic learning experiences, and student autonomy through humanistic, constructivist, experiential, and value-based approaches. These approaches strengthen character formation, value internalization, and the development of students’ reflective capacity. Furthermore, project-based learning, project-collaborative learning, problem-based learning, and blended learning strategies enable students to apply Islamic values in real-life contexts through projects, interdisciplinary collaboration, problem solving, and digital technology. Overall, PAI learning in MBKM becomes more contextual, applicable, and relevant to the needs of modern society. The implication of this study is that PAI learning in higher education needs to be designed more adaptively, collaboratively, and practically so that Islamic values are not only understood conceptually but also internalized and implemented in students’ academic, social, and professional lives. Therefore, this article highlights the importance of adaptive curriculum design, lecturers’ roles as facilitators, and collaboration with external partners in optimizing the implementation of PAI within the MBKM framework. The impact of implementing Islamic Religious Education (PAI) learning approaches and strategies within the MBKM framework is increased student engagement and independence in the learning process, the development of critical thinking, collaboration, and problem-solving skills, and the strengthening of the internalization and application of Islamic values ??in academic, social, and professional life. PAI learning also becomes more contextual, applicable, and relevant to the needs of society and the workplace.

ENHANCING COOPERATION SKILLS OF GROUP B CHILDREN THROUGH ROLE-PLAYING GAMES IN EARLY CHILDHOOD EDUCATION

Tiara Kapiso, Lukman Arsyad, Munirah — Sat, 13 Jun 2026 00:00:00 +0700

Cooperation is an essential aspect of early childhood social-emotional development. Initial observations of Group B children at an early childhood education institution indicated that children’s cooperative ability was still low, particularly in interacting with peers, sharing roles, helping others, and following group activity rules. This study aimed to improve children’s cooperative ability through role-playing games. The research employed Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 14 Group B children, consisting of 6 boys and 8 girls. Data were collected through observation and documentation and analyzed using descriptive quantitative analysis by calculating the percentage of children’s developmental achievement. The findings showed an improvement in the average score from 28.57% in the pre-cycle to 69% in Cycle I and 96% in Cycle II. By the end of Cycle II, all children reached the Very Well Developed category. These findings indicate that role-playing games are effective in improving children’s cooperation because they provide opportunities for children to interact, share roles, help each other, communicate, and follow rules in an enjoyable learning atmosphere. The implication of this study is that role-playing games can be used as an alternative learning strategy for early childhood teachers to strengthen children’s social-emotional development, particularly cooperation skills, through meaningful, active, and child-centered learning experiences.