Pemahaman Guru Pendidikan Agama Islam terhadap Istilah Tarbiyah, Ta‘lim, dan Ta’dib dalam Praktik Pembelajaran Islamic Religious Education Teachers’ Understanding of the Terms Tarbiyah, Ta‘lim, and Ta’dib in Teaching Practice
Article Sidebar
Page Numbers:
7014-7026
Digital Object Identifier:
10.58578/yasin.v5i6.8488
Viewed: 101 times
Downloaded: 59 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Darlina Nuralisyarifah Marzuki1*, Lailan Najmi2, Jamilus Jamilus3 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Although the concepts of tarbiyah, ta‘lim, and ta’dib have been widely discussed in Islamic education studies, research that specifically examines Islamic Religious Education teachers’ understanding of these three concepts and their implications for classroom instructional practice remains relatively limited. This study aimed to explore Islamic Religious Education teachers’ understanding of the terms tarbiyah, ta‘lim, and ta’dib and how this understanding is manifested in their teaching practice. The study employed a qualitative approach with a field study design involving ten Islamic Religious Education teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were then analyzed using thematic analysis. The findings indicate that Islamic Religious Education classroom practice remains dominated by a ta‘lim-oriented approach that focuses on content delivery and cognitive achievement, whereas the concept of tarbiyah is more often understood implicitly as the cultivation of religious attitudes and habits, and ta’dib tends to be reduced to general etiquette or politeness. These results reveal a gap between the normative concepts of Islamic education and pedagogical practice in formal schools and provide an empirical contribution to the development of contemporary Islamic education studies. The study concludes by underscoring the importance of integrating tarbiyah, ta‘lim, and ta’dib holistically within Islamic Religious Education instruction and recommends strengthening teachers’ conceptual competence through continuous professional development programs to improve instructional quality and the formation of adab and student character.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Abdalla, M. (2025). Exploring tarbiyah in Islamic education: A critical review of the English- and Arabic-language literature. Education Sciences, 15(5), 559. https://doi.org/10.3390/educsci15050559
Al-Attas, S. M. N., & Wan Daud, W. M. N. (2020). The concept of education in Islam: A framework for an Islamic philosophy of education. Journal of Islamic Thought and Civilization, 10(2), 1–15.
Al-Zahrani, A. A., & Aljaberi, N. M. (2020). Moral education in Islamic pedagogy: Contemporary challenges. Journal of Moral Education, 49(4), 493–506.
Azzam, M. Y., Hafidz, H., Irfansyah, M. H., Pratiwi, S. A., Ilhami, M. Y., & Hilmi, M. D. (2021). Basic concepts of tarbiyah, ta‘lim, and ta’dib education. Bulletin of Islamic Research, 3(1), 95–110. https://doi.org/10.69526/bir.v3i1.173
Borg, S. (2020). Teacher cognition and language education: Research and practice. Language Teaching, 53(3), 1–15.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Fives, H., & Gill, M. G. (2020). International handbook of research on teacher beliefs. Educational Psychology Review, 32(4), 1127–1136. https://doi.org/10.1007/s10648-020-09506-5
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
Hashim, R. (2005). Rethinking Islamic education in facing the challenges of the twenty-first century. American Journal of Islam and Society, 22(4), 133–147. https://doi.org/10.35632/ajis.v22i4.1676
Huda, M., Qodriah, S. L., Rismayadi, B., Hananto, A., Kardiyati, E. N., Ruskam, A., & Nasir, B. M. (2021). Towards cooperative learning: Educational values of the Qur’an. Cakrawala Pendidikan, 40(1), 190–203.
Ismail, I., Mutmainnah, M., & Khaidir, K. (2021). Conceptualizing tarbiyah, ta‘līm, and ta’dīb in Islamic education. Ta’dib: Journal of Islamic Education, 26(2), 161–176.
Kim, L. E., & Kim, D. (2021). Teacher self-efficacy and professional learning. Teaching and Teacher Education, 99, 103257. https://doi.org/10.1016/j.tate.2020.103257
Kunter, M., Baumert, J., Voss, T., Klusmann, U., Richter, D., & Hachfeld, A. (2021). Professional competence of teachers. Oxford Review of Education, 47(1), 1–20. https://doi.org/10.1080/03054985.2020.1860070
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Lubis, C. N., Aulia, N., & Sopha, G. Z. (2023). Hakikat pendidikan Islam: Tarbiyah, ta‘līm, dan ta’dīb. Journal of Educational Research and Humaniora, 1(2), 83–89. https://doi.org/10.51178/jerh.v1i2.1394
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Ridwan, M. (2025). Identifying tarbiyah, ta‘lim, and ta’dīb as a grand design for character education. Mauriduna: Journal of Islamic Studies, 6(4), 676–697. https://doi.org/10.37274/mauriduna.v6i4.36
Susanti, L., Al-Khoiron, M. F., Nurhuda, A., & Al-Fajri, M. (2023). The reality of tarbiyah, ta‘līm, and ta’dib in Islamic education. Suhuf, 35(2), 11–19. https://doi.org/10.23917/suhuf.v35i2.22964
Wan Daud, W. M. N. (2021). Islamization of contemporary knowledge and the role of adab. Journal of Islamic Thought and Civilization, 11(1), 1–14.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.