at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam

Educational Communication Model of the Prophet Muhammad in Tarbawi ‎Hadith: A Study of Dialogic and Humanistic Patterns

Muflikhatun Muflikhatun, A Ghani, Muhammad Akmansyah, Amirudin Amirudin — Sat, 30 May 2026 00:00:00 +0700

The educational communication of the Prophet Muhammad in tarbawi hadith constitutes an important source for understanding a pedagogical approach that integrates dialogic and humanistic patterns. This study aims to explore the educational communication model of the Prophet Muhammad based on authentic hadiths and to analyze its relevance to modern education. This research employed a qualitative approach with a library research design. The main data sources consisted of authentic hadiths that describe the Prophet’s communication with his companions and wider society. The data were analyzed using thematic analysis to identify dialogic and humanistic patterns. The findings show that the Prophet’s dialogic communication pattern is highly relevant to student-centered learning in modern education, particularly in encouraging active participation, reflective reasoning, and critical thinking. In addition, the humanistic pattern, grounded in empathy and respect for individual dignity, contributes significantly to the formation of students’ moral character. The dialogic and humanistic dimensions of the Prophet’s communication provide a theoretical contribution to the development of Islamic educational communication theory that can be applied in contemporary education. These patterns are also relevant for addressing twenty-first-century educational challenges, including moral crises and the need to strengthen students’ social skills. The Prophet’s educational communication model offers an inclusive and character-oriented approach that can help improve communication practices and moral formation among young people.

Religious Moderation and Ecological Awareness in the Qur'an and Hadith Books of Muhammadiyah Senior Vocational High Schools

Maesaroh Maesaroh; Muqawwim — Sat, 30 May 2026 00:00:00 +0700

This study examines religious moderation and ecological awareness in the Al-Qur’an and Hadith textbooks used in Muhammadiyah senior high schools and vocational schools, focusing on the representation of values, patterns of integration, and their pedagogical implications in Islamic education learning. The study aims to analyze the content of religious moderation and ecological awareness embedded in the textbooks and to explain their relevance to students’ character development. This research employed a qualitative approach using content analysis as the primary method. The main data sources consisted of Al-Qur’an and Hadith textbooks for Muhammadiyah SMA/SMK, which were analyzed through thematic identification, value categorization, meaning interpretation, and systematic conclusion drawing. The findings reveal that the textbooks contain values of religious moderation, including tolerance (tasamuh), balance (tawazun), justice (i‘tidal), and anti-extremism attitudes, which are presented through Qur’anic verses, hadiths, learning narratives, and reflective learning activities. In addition, the study found ecological awareness values reflected in the concept of humans as khalifah fil ardh, the prohibition of environmental destruction, and the responsibility to preserve ecological balance. The integration of these two dimensions demonstrates an orientation of Islamic education that emphasizes harmony between human relationships with God, fellow human beings, and the environment. Pedagogically, these findings imply the importance of contextual, humanistic, and religious-ecological character-based Islamic education learning.

Keywords: Religious Moderation, Ecological Awareness, Al-Qur’an and Hadith textbooks, Islamic Education, Content Analysis.

Age Restrictions on Social Media Access for Teenagers Under 16: an Analysis of Its Urgency from the Perspective of Character Education in the Digital Era

Yen Heppy Rahmi, Muhammad Zadri, Zulfani Sesmiarni; Hidayani Syam — Sat, 30 May 2026 00:00:00 +0700

Social media among adolescents has a significant impact on behavior, psychological well-being, and character development in the digital age. These developments have given rise to various issues, such as exposure to age-inappropriate content, digital addiction, and a decline in the quality of social interactions; consequently, the Indonesian government has formulated a policy restricting social media access for adolescents under the age of 16 as an effort to protect the younger generation. This study aims to analyze the impact of social media use on adolescents, examine government policies regarding age restrictions on social media access, and assess their urgency from the perspective of Islamic character education in the digital age. This study employs a qualitative approach using a descriptive-analytical research design through library research. Data sources were drawn from scientific literature such as books, indexed journals, and policy documents relevant to the research focus. Data analysis was conducted by examining, classifying, and synthesizing various theories and study findings related to social media, adolescent development, digital policies, and Islamic character education. The findings indicate that social media use has complex effects on adolescents, both positive and negative, particularly in social, psychological, and behavioral development aspects. Age-restriction policies for social media access are considered highly urgent as a form of preventive protection against digital risks faced by adolescents. From the perspective of Islamic character education, such policies are relevant for supporting the process of internalizing moral values, such as self-control, responsibility, and etiquette in the use of digital technology.

Keywords: Social Media, Adolescents, Islamic Character Education, Age Restrictions, Digital Age.

The Implementation of the Tabayun Concept in Islamic Religious Education as an Effort to Foster Students’ Moral Character in the Digital Era

Nabil Tito Prasetyo, Hikma Apriani, Agus Pahrudin, Achi Rinaldi, Ali Murtado — Sat, 30 May 2026 00:00:00 +0700

The rapid development of digital technology has brought various challenges to students' moral development, particularly regarding social media use and the spread of unverified information. Islamic Religious Education plays a strategic role in instilling moral values that are relevant to digital life, one of which is the concept of tabayun (verification and clarification of information). This study aims to describe the implementation of the tabayun concept in Islamic Religious Education as an effort to foster students' moral character in the digital era. The study employed a qualitative approach, with data collected through observations, interviews, and documentation conducted within the school environment. The findings reveal that the implementation of tabayun was carried out through contextual learning based on social media cases, the habituation of information verification practices, the strengthening of digital literacy, and teachers' role modeling in the responsible use of digital media. These practices serve as an effort to foster students' moral character, as reflected in the development of critical thinking, greater caution in receiving information, and more responsible behavior in digital interactions.

Keywords: Tabayun, Islamic Religious Education, Students' Moral Character, Digital Era, Digital Literacy

Analyzing the Gap between Conventional and TPACK-Based Assessment in Islamic Religious Education

Nur Azizatul Haqiah, Abdul Munip — Sat, 30 May 2026 00:00:00 +0700

This study aims to analyze the gap between the objectives of Islamic Religious Education (PAI) and assessment practices in schools, as well as to examine teacher-related factors from the perspective of Technological Pedagogical Content Knowledge (TPACK) and propose potential solutions. This research employs a qualitative approach using a library research method. Data were collected from relevant academic sources, including journal articles and scholarly books published between 2021 and 2026. The data were analyzed using a Systematic Literature Review (SLR) combined with content analysis. The findings reveal a significant gap between the holistic objectives of PAI and assessment practices that predominantly focus on cognitive aspects. This gap is influenced by teachers’ limited ability to integrate technological, pedagogical, and content knowledge within the TPACK framework. As a result, assessment practices remain less authentic and fail to comprehensively measure students’ affective and psychomotor competencies. The study highlights that strengthening teachers’ TPACK competence is essential to developing more authentic, contextual, and technology-based assessments. This research contributes conceptually to the development of TPACK-based assessment in Islamic education and provides insights for improving the quality of educational evaluation in the digital era.

Keywords: Islamic Religious Education Assessment; Assessment Gap; TPACK; Teacher Competence; Technology-Based Learning