Journal of Indigenous Islamic Education

Model Kurikulum Transformatif dalam Pendidikan Agama Islam: Studi Kasus Program Tim Penjamin Mutu Al-Qur’an (TPMQ) di Pondok Pesantren

Erikafatul Insani Agustin — 2025-07-22

This study aims to analyze the implementation of the Taba Model in the development of the Al-Qur’an curriculum by the Al-Qur’an Quality Assurance Team (TPMQ) at Al-Qodiri Islamic Boarding School in Jember. The background of this study is the urgent need for an Al-Qur’an curriculum that is not only textual but also functional and applicable in the daily lives of students. This research employs a qualitative descriptive method with a field research approach, utilizing observation, interviews, and documentation for data collection. The data were analyzed using the Miles and Huberman model with triangulation techniques.

The results indicate that the integration of the Taba Model into the TPMQ curriculum was implemented systematically—beginning with a needs diagnosis through student evaluations, followed by the formulation of objectives, selection of content, and continuous evaluation. This process involves the active participation of teachers as curriculum developers and emphasizes a gradual learning approach (spiral curriculum). The tiered munaqosyah system, teacher recommendations, and the involvement of an independent assessment team are key features of the TPMQ evaluation process, aligning with the participatory and learner-centered principles of the Taba Model. The study concludes that the Taba approach effectively enhances the quality and relevance of Al-Qur’an instruction and can serve as a model for developing superior and adaptive Islamic Education curricula in boarding school contexts.

Budaya Sekolah sebagai Media Internalisasi Karakter Siswa Madrasah Ibtidaiyah

Titin Mariatul Qiptiyah — 2025-06-22

Education in Indonesia currently places a heavy emphasis on mastering
academic knowledge without adequate attention to developing students'
character values. However, character development is crucial for
developing individuals with noble morals and responsibility. Therefore,
habits and role models within the school environment are key factors in
effectively shaping students' character. A conducive school atmosphere
and culture are believed to positively impact character formation. School
culture not only creates a supportive environment but also fosters new
habits that support students' overall character development. This study
used a descriptive qualitative approach with data collection methods
including observation, interviews, and documentation. The study was
conducted at the Jam'iyatul Mubtadiin Jember Private Elementary School
(MIS). The results revealed that character education at the school is
implemented through a school culture that instills five main values:
religiosity,
integrity,
independence, mutual cooperation, and
nationalism. These values are applied from before the learning process,
during learning, and after school hours. Although the implementation of
character education has been ongoing, several obstacles have emerged,
including differences in teacher abilities, limited school facilities and
infrastructure, and variations in student abilities. To overcome these
obstacles, the school actively conducts training for teachers and strives to
improve the overall quality of education so that the goals of character
education can be optimally achieved.

Transformasi Pembelajaran Akidah dan Akhlak dalam Internalisasi Nilai Karakter Religius Siswa Madrasah Ibtidaiyah

Akhmad Iqbal — 2026-01-31

This study aims to analyze the transformation of Akidah and Akhlak learning in the internalization of students’ religious character values at Madrasah Ibtidaiyah, with a focus on the integration of religious and general curricula. The study was conducted at MI Sa’idul Hasan Sebanen Kalisat, Jember, using a qualitative approach with a case study design. Informants included the school principal, vice-principal for curriculum, Akidah and Akhlak teachers, and third-grade students. Data were collected through interviews, observations, and documentation, and were then analyzed using data reduction, data display, verification, as well as content, discourse, and interpretive analysis methods. The results indicate that integrating religious and general curricula is effective in instilling religious character values through daily practices, such as performing the five daily prayers on time, saying farewell before leaving for school and religious lessons, greeting with salam when entering the house, and addressing others politely and courteously. This integration fosters students’ discipline, responsibility, and noble character, while also strengthening social interactions and spiritual awareness. Consistent habituation patterns were identified as a key factor in successfully internalizing religious character in the school context. The findings suggest the need for an integrative learning model that combines religious and general aspects as an effective strategy for character education at the Madrasah Ibtidaiyah level. This study contributes to the development of curriculum and character education practices based on religious values and serves as a reference for other madrasahs to implement systematic and sustainable habituation of religious behaviors.