TARBEX: Journal of Tarbiyah, Ethical Excellence, and Islamic Educational Thought
TARBEX: Journal of Tarbiyah, Ethical Excellence, and Islamic Educational Thought is a scholarly, peer-reviewed journal published by Al-Mujahidin Institut. It is dedicated to advancing research and intellectual discourse in the field of Islamic education. The journal provides an academic platform for researchers, educators, scholars, and practitioners to explore contemporary issues, theoretical perspectives, and innovative practices related to tarbiyah (Islamic educational development), ethical excellence, and Islamic educational thought. TARBEX aims to promote high-quality research that integrates classical Islamic scholarship with modern educational approaches. The journal welcomes interdisciplinary studies that examine the philosophical, ethical, pedagogical, and social dimensions of Islamic education in various contexts, both local and global. The scope of the journal includes, but is not limited to: Islamic educational philosophy, curriculum development in Islamic education, character and ethical education, pedagogy and learning strategies in madrasah and Islamic schools, educational leadership and management in Islamic institutions, integration of Islamic values in contemporary education, and critical studies on Islamic educational thought. By fostering rigorous academic discussion and collaboration, TARBEX seeks to contribute to the development of ethical, reflective, and transformative educational practices rooted in Islamic values and intellectual traditions.
MEMBANGUN KECERDASAN SPIRITUAL DAN KESADARAN BATIN MELALUI PENDIDIKAN ISLAM BERBASIS SUFISTIK
This study aims to construct a philosophical and pedagogical framework of Sufistic-based education in fostering the synergy between spiritual intelligence and inner awareness among students in the contemporary era. Employing a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and document analysis within Islamic educational settings. The findings reveal that Sufistic education is fundamentally grounded in the paradigm of tazkiyatun nafs (self-purification), positioning education not merely as knowledge transmission but as an integrative process of inner transformation encompassing cognitive, affective, and spiritual dimensions. Spiritual practices such as dhikr, muhasabah, and muraqabah play a central role in internalizing values and cultivating existential awareness toward self, God, and life, ultimately contributing to the formation of holistic individuals (insan kamil). Furthermore, the study demonstrates that Sufistic values—including sincerity, patience, trust in God, and spiritual mindfulness—remain highly relevant in the digital era. Their integration into modern educational practices, such as digital reflection (muhasabah digital) and Islamic digital ethics, provides an adaptive framework to counterbalance technological distractions and materialistic tendencies. In addition, Sufistic pedagogical strategies that combine classical turath texts, reflective-dialogical learning, and experiential spiritual practices result in transformative, student-centered learning environments. Teachers function not only as knowledge transmitters but also as spiritual role models, significantly enhancing value internalization. However, the study also identifies several challenges, including superficial ritual practices, limited pedagogical competence, and the influence of digital modernity. Therefore, an integrative approach that combines spiritual depth, pedagogical innovation, and contextual use of technology is essential. This study concludes that Sufistic education offers a transformative educational model capable of addressing the contemporary crisis of meaning and spirituality while fostering reflective, ethical, and spiritually grounded individuals.
Copyright (c) 2026 Oktio Frenki Bintoro (Author) https://creativecommons.org/licenses/by/4.0
GLOBAL COMPETENCE AND SOFT SKILLS INTEGRATION IN ISLAMIC RELIGIOUS EDUCATION LECTURERS: A STRATEGY FOR SUSTAINABLE EDUCATION
This study analyzes the conceptual model, implementation practices, internalization strategies, and supporting and inhibiting factors in integrating global competence and soft skills among Islamic Religious Education (IRE/PAI) lecturers in Islamic higher education institutions within the framework of sustainable education. A qualitative field study design was employed, with data collected through observation, in-depth interviews, and documentation, and analyzed using triangulation techniques to ensure validity and depth of interpretation. Findings indicate that the conceptual model of integration is still in an early developmental stage toward a sustainable education framework. Although lecturers have begun incorporating global issues, critical discussions, digital learning tools, and collaborative learning approaches, these practices remain fragmented and heavily dependent on individual initiative rather than institutional standardization. In classroom implementation, approaches such as problem-based learning and project-based learning are used to develop critical thinking, communication, and collaboration skills; however, their application is not consistently supported by standardized assessment systems that comprehensively measure global competence and soft skills outcomes. Regarding internalization strategies, lecturers utilize role modeling (uswah hasanah), habituation, reflective learning, and contextual integration of Islamic values such as amanah, ‘adl, and tasamuh into global learning contexts. These strategies demonstrate an effort to harmonize Islamic values with 21st-century competencies, although they still require stronger systematization, particularly in affective evaluation mechanisms. Supporting factors include lecturer competence, intrinsic motivation, institutional policy support through Outcome-Based Education (OBE), and digital infrastructure. In contrast, inhibiting factors include limited understanding of global competence concepts, lack of continuous professional development, heavy administrative workloads, and the absence of standardized assessment instruments. In conclusion, the integration of global competence and soft skills in Islamic Religious Education reflects an ongoing transformation toward sustainable education. However, its effectiveness depends on stronger curriculum alignment, structured lecturer capacity building, and the development of comprehensive competency-based assessment systems to ensure coherent, measurable, and sustainable educational transformation in Islamic higher education.
Copyright (c) 2026 Ibnus Shofi (Author) https://creativecommons.org/licenses/by/4.0
MODEL HOLISTIK PENGEMBANGAN KOMPETENSI DOSEN PENDIDIKAN AGAMA ISLAM: INTEGRASI PEDAGOGI, TEKNOLOGI, DAN KECERDASAN SPIRITUAL
This study aims to construct a holistic model for developing lecturer competencies in Islamic Religious Education (IRE) within pesantren-based higher education by integrating pedagogical practices, digital technology, and spiritual intelligence within the epistemological framework of pesantren. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using an interactive thematic model with triangulation to ensure data credibility. The findings reveal that knowledge construction in IRE is no longer fragmented but emerges as an integrated synthesis of modern pedagogical approaches, digital literacy, and spiritual values. Knowledge formation is not limited to cognitive interaction but is deeply rooted in reflective processes involving bayani, burhani, and irfani epistemological dimensions, producing more comprehensive and meaningful understanding. Furthermore, pesantren values such as adab, sanad, and religious practices function as epistemological foundations that legitimize, direct, and validate knowledge production and transmission, ensuring that technological integration strengthens rather than displaces traditional scholarly authority. The study further identifies that lecturer competency development is optimally constructed through dynamic interaction among classical Islamic scholarship (turats), digital innovation, and spiritual intelligence, shaping lecturers who are not only technologically adaptive but also epistemologically grounded and spiritually oriented. The proposed holistic model contributes theoretically and practically to the transformation of Islamic higher education by offering an integrative framework that sustains tradition while responding to global educational demands.
Copyright (c) 2026 Ahmad Syaifulloh (Author) https://creativecommons.org/licenses/by/4.0
TRANSFORMASI KURIKULUM PENDIDIKAN TINGGI ISLAM BERBASIS PESANTREN UNTUK MENINGKATKAN DAYA SAING GLOBAL DAN KEBERLANJUTAN SPIRITUAL
This study aims to analyze the transformation model of Islamic higher education curriculum based on pesantren in responding to global challenges while maintaining spiritual sustainability. The findings reveal that the curriculum transformation adopts an integrative-holistic model that combines the epistemologies of bayani, burhani, and irfani within a unified framework, thereby eliminating the dichotomy between religious and secular sciences through an integrated curriculum design. This model incorporates turath, rational-empirical approaches, and spiritual internalization. Furthermore, the curriculum demonstrates adaptability to global demands by strengthening 21st-century skills, digital literacy, and international orientation without neglecting Islamic values. The implementation of this transformative curriculum significantly enhances graduates’ global competitiveness through the integration of student-centered learning, project-based learning, and blended learning, which foster critical thinking, collaboration, and problem-solving skills. At the same time, spiritual values remain central through structured religious activities such as halaqah, riyadhah, and moral development programs, contributing to students’ spiritual resilience. The study also identifies key supporting factors, including visionary leadership, strong pesantren culture, and institutional policies that promote integration, digitalization, and internationalization. However, several challenges persist, such as limited technological infrastructure, low digital literacy, inadequate global competencies among human resources, and cultural resistance to change. Therefore, the success of curriculum transformation depends on the institution’s ability to balance global competitiveness and spiritual sustainability through adaptive leadership, cultural reinforcement, and continuous capacity building.
Copyright (c) 2026 Rokim, Siti Yumnah (Author) https://creativecommons.org/licenses/by/4.0
REKONSTRUKSI PENDIDIKAN KARAKTER RELIGIUS DI ERA GLOBAL: MODEL INTEGRATIF NILAI-NILAI ISLAM DAN KEWARGAAN DIGITAL
This study examines the reconstruction of religious character education in the global era through an integrative model combining Islamic values and digital citizenship. The research is motivated by the ambivalent condition of religious character education, where normative reinforcement is not fully reflected in students’ real-life behavior, particularly in digital spaces, resulting in a gap between religious understanding and practice. Using a qualitative case study approach, data were collected through observation, interviews, and documentation. The findings reveal that limited integration of ethical digital literacy within religious education has contributed to students’ challenges in translating moral values into digital behavior. However, the study also identifies the emerging potential of an integrative approach that connects Islamic moral principles with digital citizenship, which enhances students’ ethical awareness and responsibility in online interactions. The proposed model emphasizes a holistic framework integrating cognitive, affective, and behavioral dimensions, supported by contextual digital learning practices. The implementation of this model has shown positive impacts on students’ religious character, particularly in improving digital ethics and reducing behavioral violations. Nevertheless, challenges remain, including limited teacher competence, lack of standardized frameworks, and insufficient policy support. This study concludes that a systematic, holistic, and contextual integrative model, supported by strong institutional policies and multi-stakeholder collaboration, is essential for strengthening religious character education in the global digital era.
Copyright (c) 2026 Miftakhul Munir (Author) https://creativecommons.org/licenses/by/4.0
MENINGKATKAN LITERASI DIGITAL DI PONDOK PESANTREN: TANTANGAN DAN PELUANG DALAM PEMBELAJARAN ABAD KE-21
Artikel ini bertujuan untuk menganalisis strategi peningkatan kompetensi digital lulusan pesantren dalam menghadapi tantangan global abad ke-21. Hasil penelitian menunjukkan bahwa peningkatan literasi dan kompetensi digital menjadi kebutuhan strategis bagi pesantren untuk mempertahankan relevansi pendidikan Islam di era transformasi digital. Integrasi teknologi dalam kurikulum dan pembelajaran menjadi langkah utama dalam mengembangkan keterampilan digital santri. Penguatan infrastruktur digital, pembentukan pusat teknologi, serta pelatihan berkelanjutan bagi tenaga pendidik berperan penting dalam menciptakan ekosistem pembelajaran yang inovatif. Selain itu, kemitraan strategis dengan industri teknologi memperluas peluang magang, beasiswa, dan akses perangkat pembelajaran modern. Pengembangan soft skill digital seperti kolaborasi, komunikasi, dan berpikir kritis memperkuat karakter adaptif dan kreatif santri. Dengan demikian, pesantren yang mampu mengintegrasikan nilai-nilai keislaman dengan literasi digital berpotensi melahirkan generasi religius, kompeten, dan berdaya saing global.
Copyright (c) 2026 Lilik Aminah (Author) https://creativecommons.org/licenses/by/4.0