ATTARBIYAH: Journal of Islamic Culture and Education

Spirituality and ethical identity of muslim teachers beyond competence

2026-05-06T14:11:41+00:00

Contemporary discussions on teacher professionalism are largely dominated by competence-based paradigms emphasizing technical skills, performance indicators, and measurable outcomes. Such approaches, while necessary, often marginalize the ethical and spiritual dimensions that sustain the moral integrity of teaching. Within Islamic educational thought, teaching is traditionally understood as a moral and spiritual vocation rather than a technical profession. This study examines the role of spirituality in shaping the ethical identity of Muslim teachers beyond competence-oriented frameworks. Employing a qualitative conceptual approach based on normative–philosophical analysis, this research synthesizes classical Islamic educational texts and contemporary scholarly literature on teacher ethics and spirituality. The findings reveal four interrelated dimensions that constitute ethical identity: spiritual intentionality (niyyah), moral exemplarity (uswah) grounded in adab, spiritual self- regulation, and service-oriented professionalism (khidmah and raḥmah). These dimensions form an integrated framework in which spirituality functions as a foundational orientation rather than a supplementary attribute. The study argues that pedagogical competence is ethically insufficient without spiritual grounding and offers a conceptual framework for teacher formation that integrates ethical integrity, resilience, and moral responsibility in contemporary educational contexts.

Sustaining inclusive-multicultural education: Islamic religious education practices in a junior secondary school

2026-05-06T13:55:56+00:00

Many studies have discussed inclusive multicultural education from global and national perspectives, yet limited research examines its concrete implementation in Islamic Religious Education (IRE) at the junior secondary level, a crucial stage for identity formation and social interaction. This study analyzes the implementation of inclusive multicultural education in IRE learning at State Junior High School 2 South Pontianak and examines its sustainability using Talcott Parsons' social system theory. Employing a qualitative descriptive approach, data were collected through interviews, observations, and documentation. The findings show that inclusive multicultural practices are systematically implemented through four main principles: equity and quality improvement, recognition of diversity, meaningful learning, and stakeholder engagement. The sustainability of this model is reflected in its fulfillment of Parsons' four social system functions: adaptation, goal attainment, integration, and pattern maintenance. The study demonstrates that IRE functions not only as religious instruction but also as a social mechanism for fostering inclusive and multicultural values within the school environment. The integration of moral, social, and spiritual dimensions creates an educational system that is participatory, just, and civilized. Conceptually, this research contributes to the development of inclusive and multicultural Islamic education practices and offers an adaptable model for broader educational contexts in Indonesia.

Learning Islamic religious education based on digital literacy to strengthen students' religious character

2026-05-06T01:23:40+00:00

This study analyzes the contribution of digital literacy-based Islamic Religious Education (IRE) learning to strengthening students' religious character at the Ummul Quro Putri Pamekasan Islamic Boarding School, Madura. Using a mixed-method sequential explanatory design, the study involved 100 student respondents in the quantitative phase and five informants in the qualitative phase, including a pesantren administrator, two IRE teachers, and two students. Quantitative data were collected through Likert-scale questionnaires and analyzed using Partial Least Squares Structural Equation Modeling, while qualitative data were obtained through semi-structured interviews and analyzed thematically. The findings show that digital literacy significantly influences digital literacy-based IRE learning, which in turn strengthens students' religious character. Mediation analysis confirms that IRE learning acts as a significant mediator between digital literacy and religious character. Qualitative findings reveal that character strengthening is supported through teacher guidance, credible Islamic digital sources, digital tabayyun practices, ethical media use, and pesantren culture emphasizing discipline, responsibility, worship awareness, and moral conduct. This study positions digital literacy as a critical, ethical, and religious pedagogical strategy for developing digitally and morally competent Muslim students

Integrative inclusive problem based fiqh learning for contextual understanding and epistemic engagement

2026-05-13T06:06:17+00:00

The dominance of text-centered and normative pedagogies in Islamic religious education often limits students' ability to engage critically, contextually, and inclusively with fiqh learning. This study examines how an integrative–inclusive problem-based learning model can transform fiqh learning toward more contextual and interpretive engagement. Using a qualitative case study design, the research was conducted in an eleventh-grade classroom at a Madrasah Aliyah in Indonesia from January to February 2026, involving one teacher and 32 students. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using reflexive thematic analysis. The findings reveal that fiqh learning exists within a transitional space where normative transmission coexists with emerging contextual approaches. Problem-based learning increases student engagement and supports contextual reasoning, although its implementation remains situational rather than systematically embedded. The study also identifies a gap between procedural and epistemic inclusion, indicating that classroom participation does not necessarily ensure equitable knowledge construction. Furthermore, epistemic tension between normative legalism and contextual meaning-making emerges as a productive aspect of learning. This study contributes to Islamic education discourse by introducing the concepts of closed epistemic structures, situated pedagogical innovation, and productive epistemic friction as frameworks for reflective and context-responsive fiqh learning.

Analysis of annual program planning for improving Islamic value-based learning quality in senior high schools

2026-05-06T01:02:24+00:00

This study analyzes annual program planning (Program Tahunan/Prota) in improving the quality of Islamic value-based learning in Islamic Religious Education at SMA N 1 Karangmojo. Using a qualitative case study approach, data were collected through in-depth interviews, observations, and documentation, then analyzed with the Miles and Huberman interactive model involving data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings reveal that the annual program is designed based on Learning Outcomes (Capaian Pembelajaran/CP), students' needs and characteristics, and the vision and mission of Islamic Religious Education. The program emphasizes strengthening faith, Qur'anic values, morality, fiqh, and Islamic history integrated into both classroom instruction and school culture. Prota serves as a key guideline for teachers in organizing learning strategies, time allocation, and evaluations in a systematic and sustainable manner. The study also highlights that collaboration among teachers, schools, and parents contributes significantly to successful implementation. Overall, Islamic value-based annual planning provides a strategic framework for developing adaptive, systematic, and character-oriented learning within the Independent Curriculum.

Piety as social capital: masculinity, moral policing, and Islamic religious education in a vocational high school

2026-05-13T06:14:15+00:00

This study examines how male identity and piety are constructed within school culture through Islamic Religious Education (IRE) at SMK Doa Bangsa Palabuhanratu. It explores how the “ideal male” is shaped in daily school life, how piety is negotiated within peer relationships, and how IRE may both redirect and reinforce certain forms of masculinity. Employing a qualitative approach, the research involved 18 participants, including IRE teachers, homeroom or student affairs staff, and male students from grades X–XII. Data were collected between January and February 2026 through classroom observations, semi-structured interviews, and document analysis. Thematic analysis focused on masculinity as a performative and relational practice, piety as social capital, and IRE as a mediating space for moral formation. The findings reveal that male identity is shaped through continuous negotiation between toughness, vocational discipline, peer recognition, and religious values. Piety functions both as a moral ethic that strengthens responsibility and adab and as a status marker that may encourage moral policing. Teacher role modelling and consistent school norms play an important role in fostering ethical and collaborative masculinities.

Internalizing Islamic leadership values through a deep learning approach in Islamic education

2026-05-13T06:16:36+00:00

This article examines the internalization of Islamic leadership values through a deep learning approach in Islamic Religious Education (IRE) classes at SMPN 1 Pace Nganjuk. Based on the assumption that IRE plays a strategic role not only in transmitting religious knowledge but also in shaping students' character and leadership attitudes, this study employs a qualitative descriptive method with a case study design. Data were collected through classroom observations, in-depth interviews with teachers and students, and document analysis, then analyzed using data reduction, presentation, and conclusion-drawing techniques supported by triangulation. The findings show that the deep learning approach promotes meaningful learning by encouraging critical thinking, reflection, and contextual understanding of Islamic leadership values such as responsibility, honesty, justice, cooperation, and exemplary behavior. Through problem-based learning, reflective discussions, and collaborative activities, students internalize these values cognitively, affectively, and behaviorally. The study concludes that deep learning transforms Islamic Education from a knowledge-oriented approach into a value- and character-oriented learning process, making it an effective strategy for strengthening students' Islamic leadership character.