Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam https://jurnal.uin-antasari.ac.id/index.php/tiftk <div class="deskripsi"> <ol> <li>Journal Title: <a href="http://jurnal.uin-antasari.ac.id/index.php/tiftk/management/settings/context//index.php/tabayyun">Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam</a></li> <li>Initials: JTIPAI</li> <li>Frequency: 2 issues per year (June and December)</li> <li>Online ISSN: <a href="https://issn.brin.go.id/terbit/detail/20220420371347129" target="_blank" rel="noopener">2829-5919</a></li> <li>Editor in Chief: <a href="https://scholar.google.co.id/citations?user=pwKSrPQAAAAJ&amp;hl=en"><strong>Noor Hasanah, MA</strong></a></li> <li>DOI: 10.1899/jtipai </li> <li>Publisher: Islamic Education Department, Tarbiyah and Teacher Training Faculty of Antasari State Islamic University Banjarmasin (UIN Antasari Banjarmasin)</li> </ol> </div> <p style="font-weight: 400;"> </p> <p align="justify"><strong>Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam </strong><a href="https://issn.brin.go.id/terbit/detail/1303699430">P-ISSN 2088-4095</a> and <a title="EISSN" href="https://issn.brin.go.id/terbit/detail/20220420371347129" target="_blank" rel="noopener">E-ISSN 2829-5919</a> is peer-reviewed national journal published biannually by Islamic Education Department of Education and Teacher Training Faculty of State Islamic University (UIN) of Antasari Banjarmasin. The focus discussion of the journal is highlighting aspects related to Islamic Education. The journal is published biannually in June and December.</p> <p align="justify"><strong>Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam</strong><em> </em>is accreditated SINTA 4 (<a title="Sinta" href="https://arjuna.kemdikbud.go.id/files/info/Hasil_Akreditasi_Jurnal_Ilmiah_Periode_III_Tahun_20226.pdf" target="_blank" rel="noopener">SK: 225/E/KPT/2022</a>) valid for 5 years (from Vol 10 Number 2, 2020 - Vol 15 Number 1, 2025) by the Ministry of Research, Technology, and Higher Education of the Republic of Indonesia. </p> <p align="justify"><a href="https://jurnal.uin-antasari.ac.id/index.php/tiftk/question_answers"><strong>FREQUENTLY QUESTIONS AND ANSWERS</strong></a></p> UIN Antasari Banjarmasin en-US Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam 2829-5919 <p>Authors who publish with this journal agree to the following terms:<br /><br /></p><ul><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li></ul><ul><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li></ul><ul><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li></ul> ANALYSIS OF THE IMPACT OF DUAL LEADERSHIP ON THE WELFARE OF ADMINISTRATORS AT THE BAHRUL HIDAYAH ISLAMIC BOARDING SCHOOL IN SIDOARJO https://jurnal.uin-antasari.ac.id/index.php/tiftk/article/view/18175 <p><em>Dual leadership is a management pattern in which two leaders hold strategic authority in one institution, which has the potential to cause misunderstandings, overlapping authority, and role conflicts if not managed properly. At the Bahrul Hidayah Islamic Boarding School in Sidoarjo, the existence of two leaders, namely the caretaker and the head of the foundation, has caused various problems in the management of the boarding school and in fulfilling the welfare of the administrators. This study aims to evaluate the implementation of dual leadership and its impact on the welfare of administrators. Using a qualitative method with a case study approach, data was obtained through interviews, observations, and documentation of five key informants, consisting of one caretaker, one foundation chairperson, and three administrators. The results of the study show that the basic needs of the administrators, including food, shelter, bisyaroh, and other utility facilities, have generally been met. However, there is an imbalance between the workload and the compensation received, accompanied by a lack of involvement of administrators in strategic decision-making. This situation creates psychological tension, reduces work motivation, and creates uncertainty in carrying out tasks. Therefore, a clear division of authority, improved communication patterns between leaders, and more active involvement of administrators in the managerial process are needed to create harmonious pesantren governance and improve the welfare of administrators in a sustainable manner.</em></p> <p><strong>Keywords: </strong><em>Dual Leadership; Caretaker Welfare; Islamic Boarding School.</em></p> Achmad Ahdan Sahali Copyright (c) 2025 Achmad Ahdan Sahali https://jurnal.uin-antasari.ac.id/index.php/tiftk/Copyright_Notice 2025-12-09 2025-12-09 15 2 63 72 10.18592/jtipai.v15i2.18175 INTERNALIZATION OF RELIGIOUS VALUES IN THE PROGRESSIVE EDUCATION PRACTICE AT PONDOK PESANTREN AL-AMANAH MODERN JUNWANGI SIDOARJO https://jurnal.uin-antasari.ac.id/index.php/tiftk/article/view/18816 <p><em>This study aims to analyze the process of internalizing religious values within the practice of progressive education at Pondok Pesantren Al-Amanah Modern Junwangi Sidoarjo, “especially through the Sanggar Tahfidz Entrepreneur program. The selection of this topic is based on the need to develop an Islamic education model that not only emphasizes spiritual dimensions but is also relevant to the demands of the 21st century. This research employs a qualitative field research approach using in-depth interviews, participatory observation, and documentation involving teachers, administrators, and students. The findings show that religious values such as sincerity, discipline, trustworthiness, responsibility, and patience are internalized through habituation, role modeling, and various tahfidz activities, including recitation submission, muroja’ah, mentoring, and strengthening Qur’anic etiquette. Meanwhile, progressivism principles are manifested through experiential learning (learning by doing), democratic participation, and reflective evaluation, as reflected in entrepreneurial activities ranging from production and digital marketing to business management. The integration of both aspects produces a holistic educational model in which religious values are not merely understood cognitively but are lived through real-life experiences that shape spiritual character, independence, creativity, and critical thinking skills. These findings affirm that pesantren education can adapt progressively without losing its religious identity.</em></p> M. Ishom Fahmi Ayatillah Ahmad Jawahirun Ni’am Fikry Amir Maliki Abitolkha Copyright (c) 2025 M. Ishom Fahmi Ayatillah, Ahmad Jawahirun Ni’am Fikry, Amir Maliki Abitolkha https://jurnal.uin-antasari.ac.id/index.php/tiftk/Copyright_Notice 2025-12-09 2025-12-09 15 2 73 81 10.18592/jtipai.v15i2.18816 ISLAMIC RELIGIOUS EDUCATION TEACHERS’ STRATEGIES FOR FOSTERING STUDENTS’ SOCIAL-CARE CHARACTER AT SMPN 1 LUWUK IN THE DIGITAL ERA https://jurnal.uin-antasari.ac.id/index.php/tiftk/article/view/17755 <p><em>This study aims to provide a comprehensive explanation of Islamic Religious Education (IRE) teachers’ strategies in developing students’ social care character, the challenges faced by teachers in shaping this character in the digital era, and the efforts undertaken by IRE teachers to overcome these challenges. The research employed a descriptive qualitative method with one IRE teacher and three students selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation, and then analyzed using the Miles and Huberman model, with validation achieved through source, technique, and time triangulation. The findings demonstrate that IRE teachers employ several strategies, including emotional and personal approaches, adaptive classroom management, peer influence, the integration of practical values and contextual learning, as well as the utilization of technology in the digital era. The main challenges include reduced social interaction and digital addiction, a gap between values and behavioral implementation (cognitive–action gap), and the disintegration of the family’s educational role. The teacher addressed these challenges through several efforts, namely limiting gadget use during learning activities, delivering humanistic and developmentally appropriate advice, building emotional closeness as a form of moral role modeling, collaborating with parents and the guidance and counseling unit, conducting qualitative and continuous character evaluation, and establishing strong teacher–student relationships as the foundation for successful character education. This study emphasizes that the adaptive strategies implemented by IRE teachers, along with supportive learning environments, significantly determine the success of developing students’ social care character in the digital era.</em></p> <p><strong>Keyword</strong><strong>s</strong><strong>:</strong> <em>Digital Era; Islamic Religious Education; Social Responsibility Character</em></p> Citra Oktogia Fitri Tomi Bidjai Erniwati La Abute Chairunnisa Djayadin Copyright (c) 2025 Citra Oktogia Fitri, Tomi Bidjai, Erniwati La Abute, Chairunnisa Djayadin https://jurnal.uin-antasari.ac.id/index.php/tiftk/Copyright_Notice 2025-12-09 2025-12-09 15 2 83 95 10.18592/jtipai.v15i2.17755