Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran

Trends in Islamic Education Quality Research: A Bibliometric Analysis of Scopus-Indexed Publications

2026-02-03T11:14:35+08:00

Abstract

This study aims to map the trends, key contributors, collaborations, and dominant themes in research on the quality of Islamic education indexed in the Scopus database during the 2015–2025 period. Using a quantitative approach with a bibliometric design, this research analyzed 427 scientific articles through VOSviewer and Biblioshiny for R to identify publication trends, author productivity, institutional and national contributions, and the most influential keywords. The findings reveal a significant increase in publication numbers since 2019, peaking in 2024. Indonesia and Malaysia emerged as the leading contributors, with Maulana Malik Ibrahim State Islamic University of Malang identified as the most productive institution. Thematic mapping showed five major clusters: quality management, Islamic curriculum, values and character formation, social dimensions, and global education evaluation. Although international collaboration is developing, research networks remain concentrated in Southeast Asia. These results highlight the importance of strengthening international partnerships, integrating multidisciplinary approaches, and exploring emerging themes such as digitalization and Islamic financial education to enhance the global development of Islamic education quality.

Keywords: Bibliometric analysis, islamic education qualit, publication trends, research collaboration, Scopus

Implementation of Canva in Asmaul Husna Materials for Indonesian Migrant Workers’ Children at ICC Muar, Malaysia

2026-03-07T13:26:54+08:00

Abstract

Access to quality education is a fundamental right and an important pillar in shaping an individual’s personality, including for Indonesian migrant workers’ children in Malaysia, who face limitations in obtaining educational services. This situation requires a more flexible, engaging, and easily absorbed learning approach for students. This study was designed to improve mastery of Asmaul Husna Material through the application of the Canva platform as a learning medium for Indonesian migrant workers’ children at ICC Muar, Malaysia. This Research adopted a Classroom Action Research (CAR) approach conducted in two cycles, covering the planning, action, observation, and reflection phases. Data were collected through direct observation, learning evaluation, and documentation techniques, which were then processed using the Miles, Huberman, and Saldana analysis framework. The study findings show progress in the learning process and outcomes after integrating Canva media. The student completion rate, which was initially only 22% on the pre-test, increased to 56% in cycle I, but this figure is still below the set success standard of 75%. After improvements were made, cycle II showed a significant jump with a completion rate of 85%. Learning with Canva has proven effective as an alternative instructional medium for Islamic Religious Education. It provides empirical evidence for the development of digital-based Islamic Religious Education in the context of non-formal education in migrant communities.

Keywords: Asmaul Husna, Canva Based Learning, Islamic Education, Migrant Workers’ Children

Nature-Based Islamic Religious Education (PAI) through the Pondok Salam Qur’an Program in Shaping Students’ Religious Character

2026-03-01T08:31:43+08:00

Abstract

The purpose of this study is to analyze the strategy of nature-based Islamic Religious Education (PAI) learning through the Pondok Salam Qur’an (PSQ) program in shaping students’ religious character at Sekolah Alam Bogor. PAI learning faces challenges in the era of globalization and digitalization, particularly the dominance of cognitively oriented, rote-memorization approaches that are less effective in internalizing religious values. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document reviews involving PAI teachers, students, PSQ mentors, and parents. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that nature-based PAI learning through the PSQ program provides contextual learning experiences that support the formation of students’ religious character through worship habituation, Qur’anic activities, and interaction with the environment. Despite challenges such as managing open-space classes and digital distractions, this strategy remains effective in strengthening students’ spiritual appreciation and sustaining religious habits.

Keywords: Islamic Religious Education (PAI), nature-based learning, religious character, PSQ

Teacher Collaboration in Managing Islamic Religious Education Classes in Inclusive SDIT Ibnu Taimiyah Bandung

2026-03-03T16:58:24+08:00

Abstract

Inclusive education requires effective interprofessional collaboration to ensure equitable learning access for students with special needs, particularly within Islamic Religious Education (IRE) in inclusive school contexts. This qualitative case study examines collaboration between Islamic Religious Education teachers and Special Education Support Teachers (SEST) in managing inclusive IRE learning at an Integrated Islamic elementary school (SDIT) in Bandung, focusing on planning, implementation, and evaluation. Data were collected through semi-structured interviews and document analysis and analyzed using an interactive thematic approach. The findings indicate that structured co-teaching collaboration characterized by clear role delineation, shared planning, routine pre-instructional communication, responsive differentiation, dynamic role rotation, and dual-track evaluation supports effective inclusive IRE learning while maintaining curriculum standards. This collaborative approach enhances engagement, social adaptation, and confidence among students with special needs without marginalizing their participation in collective religious learning. However, institutional capacity constraints, selective admission policies, limited continuous professional development, and gradual technology integration remain significant challenges. The study concludes that context-sensitive collaboration models grounded in Islamic values such as empathy, cooperation (ta’awun), and justice are essential for strengthening inclusive IRE learning management and advancing equitable educational practices in Indonesian inclusive elementary schools.

Keywords: Co-Teaching, Inclusive Education, Islamic Religious Education, Students with Special Needs, Teacher Collaboration