Journal of Tarbiyah Islamiyah and Intellectual Growth

https://pdpijournals.org/index.php/tiig/issue/feed Journal of Tarbiyah Islamiyah and Intellectual Growth 2025-08-28T00:00:00+00:00 Open Journal Systems <p><em><strong>Journal of Tarbiyah Islamiyah and Intellectual Growth</strong></em> is an open-access, peer-reviewed journal that focuses on Islamic education (tarbiyah) and intellectual development. The journal serves as a platform for educators, scholars, and researchers to explore the role of Islamic education in fostering personal, spiritual, and intellectual growth within Islamic communities and beyond. It aims to highlight the importance of Islamic educational values and their contribution to the development of individuals and societies. The journal explores various topics within Islamic education and intellectual growth, including Islamic Pedagogy, Curriculum Development in Islamic Education, Moral and Ethical Education, Teacher Training in Islamic Contexts, Intellectual Traditions in Islam, Integration of Modern Science, Islamic Knowledge and Islamic Philosophy of Education.</p> https://pdpijournals.org/index.php/tiig/article/view/33 Teacher Competency Development in Madrasah Education through Curriculum Integration and Training Approaches 2025-08-27T07:58:24+00:00 Rukaiyah Budianto rykyh@gmail.com

<div><span lang="EN-US">This research examines how competency of teachers is developed in the area of madrasah education, in terms of the combined effect of curriculum integration and training. The role of Madrasah teachers is that they deliver not only academic knowledge but also Islamic ethical-spiritual values that requires overcoming the gap between curriculum reforms and training of teachers and successful implementation of reforms in the classroom. The correlation survey quantitative research methodology was used to analyze the data gathered by a questionnaire distributed to 120 educators of three Indonesian provinces. The Pearson correlation and multiple regression analyses were utilized to study the relations between these three parameters: curriculum integration/training approaches, and teacher competency. As the results show, both the curriculum integration (0.34), p < 0.01) and training approaches (0.41), p < 0.001 are significant predictors of teacher competency, but training approaches is slightly more influential. The paper points out that curriculum developments and teacher education have to be instituted in a synergistic way in order to foster pedagogical, professional and ethical-spiritual competencies. </span></div>

2025-08-28T00:00:00+00:00 Copyright (c) 2025 Journal of Tarbiyah Islamiyah and Intellectual Growth https://pdpijournals.org/index.php/tiig/article/view/37 Balancing Religious Values and Contemporary Skills in Islamic Education Curriculum 2025-08-27T09:05:52+00:00 Subhan Subhan subhan@gmail.com Misbah Misbah misbah@yahoo.com

<p>The rapid transformations of the 21st century, particularly in science, technology, and globalization, have created new challenges for education systems, including Islamic education. Traditionally focused on nurturing moral character and spiritual foundations, Islamic education must now also prepare students with competencies such as critical thinking, creativity, communication, and digital literacy. This study aimed to examine how Islamic schools integrate religious values with contemporary skills to enhance students’ holistic development. A mixed-methods design was employed, combining quantitative surveys with qualitative interviews and document analysis. The study involved 10 Islamic schools (5 traditional and 5 balanced curriculum models), with 200 students, 40 teachers, and 10 administrators as participants. Data collection measured student performance, teacher preparedness, stakeholder perceptions, and curriculum implementation. Findings revealed that schools applying a balanced curriculum integrating faith with modern competencies showed higher levels of student participation, critical thinking, digital literacy, and ethical decision-making compared to traditional models. Teachers with strong training in both pedagogy and digital literacy were more effective in contextualizing Islamic values within modern challenges.</p>

2025-08-28T00:00:00+00:00 Copyright (c) 2025 Tarbiyah Islamiyah and Intellectual Growth https://pdpijournals.org/index.php/tiig/article/view/34 Developing a Competency-Based Curriculum in Islamic Education: Implications for Teacher Training 2025-08-27T08:01:21+00:00 Vivi Hasan Lapeka vvhsnlpla@gmail.com

<div><span lang="EN-US">This study explores the development of a competency-based curriculum (CBC) within Islamic education and its implications for teacher training. While competency-based approaches have been widely promoted in global education systems, their integration into Islamic education requires careful contextualization to ensure alignment between modern pedagogical standards and the values of Islamic teachings. Using a qualitative research design, this study employed document analysis and semi-structured interviews with Islamic education teachers and curriculum developers to investigate perceptions, challenges, and readiness in implementing a CBC. The findings reveal that teachers generally support the integration of competency-based principles, particularly in fostering critical thinking, communication, and digital literacy, while still emphasizing moral and spiritual growth. However, several challenges were identified, including limited teacher preparedness, insufficient training resources, and misalignment between curriculum goals and classroom realities. These challenges highlight the urgent need for teacher training programs that are not only pedagogically robust but also rooted in the Islamic educational ethos. The study argues that without systematic professional development and institutional support, competency-based reforms risk being implemented superficially. </span></div>

2025-08-28T00:00:00+00:00 Copyright (c) 2025 Tarbiyah Islamiyah and Intellectual Growth https://pdpijournals.org/index.php/tiig/article/view/35 Contextualizing Curriculum Design in Islamic Schools: A Framework for Holistic Learning 2025-08-27T08:04:37+00:00 Ida Widiayah idwdyahh@gmail.com

<div><span lang="EN-US">This study explores the contextualization of curriculum design in Islamic schools through a holistic learning framework that integrates spiritual, academic, technological, and socio-community dimensions. The research is motivated by the growing need for Islamic education to respond to contemporary challenges, including globalization, rapid technological change, and the demand for character formation aligned with Islamic values. Using a qualitative approach through literature review and analysis of existing practices in Islamic education, this study identifies four key dimensions in holistic curriculum design: spiritual and moral development, cognitive and academic achievement, digital literacy integration, and community engagement. Findings suggest that curriculum design in Islamic schools should not merely focus on the transmission of knowledge, but also on nurturing ethical values, fostering technological adaptability, and strengthening social responsibility. The proposed framework demonstrates that a balanced integration of these dimensions is essential for producing graduates who are intellectually competent, morally grounded, technologically literate, and socially responsible. This study concludes that a holistic curriculum model provides a strategic pathway for Islamic schools to fulfill their dual role: preserving religious identity while remaining relevant in a globalized and knowledge-based society.</span></div>

2025-08-28T00:00:00+00:00 Copyright (c) 2025 Journal of Tarbiyah Islamiyah and Intellectual Growth https://pdpijournals.org/index.php/tiig/article/view/36 Integration of Islamic Knowledge and Educational Philosophy in Modern Learning Contexts 2025-08-27T08:55:40+00:00 Muhamad Faiz muhamadfaiz@gmail.com Novi Febriani novifebriani@yahoo.com

<p>Education in the modern era faces the challenge of harmonizing tradition and innovation, particularly within Islamic educational contexts. This study examines the integration of Islamic knowledge and educational philosophy in modern learning environments, highlighting its impact on student achievement, character formation, and curriculum effectiveness. Employing a mixed-methods approach, the research combined quantitative surveys of 250 students with qualitative interviews involving 20 teachers and 30 students from Islamic-based institutions. Quantitative data focused on academic performance, critical thinking, ethical awareness, and motivation, while qualitative insights explored perceptions and experiences of the integrated curriculum. The findings reveal that over 85% of students perceive Islamic knowledge as highly relevant or relevant to their modern education, underscoring its potential as a guiding framework for ethical and intellectual growth. Teacher perspectives also affirm the feasibility of integration, with nearly 90% supporting alignment between Islamic values and modern educational philosophy. Comparative results demonstrate that students under integrated approaches outperformed their peers in academic achievement (+7.8%), critical thinking (+10.7%), and ethical awareness (88.1% vs. 70.3%). Curriculum analysis showed ethical reasoning and problem-solving as the most impactful components, though challenges such as limited teacher training and resources remain.</p>