Tarbiya Islamica

Tarbiya Islamica: Jurnal Pendidikan Islam welcomes manuscripts that contribute to the advancement of Islamic education and related educational disciplines. Submissions must align with the journal’s aims and scope, including Islamic education management, educational evaluation, curriculum development in Islamic educational institutions, non-formal and informal education from an Islamic perspective, Qur’anic studies related to education, and other relevant educational themes.

Manuscripts must be original, previously unpublished, and not under consideration for publication by another journal. The journal welcomes empirical research articles, conceptual articles, field study reports, and book reviews. Systematic literature reviews may be considered when they address relevant educational questions and demonstrate a rigorous, transparent, and substantive synthesis of existing scholarship.

1. Empirical Research Articles

Empirical research articles present original findings derived from systematic investigations of educational practices, institutions, participants, or learning environments. Research may employ qualitative, quantitative, or mixed-methods approaches, depending on the research questions and objectives.

Relevant topics include teaching and learning in Islamic educational institutions, Islamic education management, curriculum implementation, educational evaluation, teacher professional development, student learning experiences, character education, and the implementation of Islamic values in educational contexts.

Manuscripts must clearly articulate the research problem, objectives, theoretical or conceptual framework, relationship to previous scholarship, research design, participant or sample selection, data collection procedures, and methods of analysis. Appropriate ethical considerations must also be addressed, particularly in research involving students, children, teachers, and other human participants.

Findings must be presented systematically and discussed critically in relation to relevant theories, previous studies, and educational practice. The discussion should explain the significance of the findings, their implications for Islamic education, the study’s limitations, and potential directions for future research.

2. Conceptual and Library-Based Research Articles

Conceptual and library-based research articles examine educational issues through critical engagement with theories, concepts, scholarly literature, Islamic intellectual traditions, and relevant documentary sources. These articles may develop theoretical frameworks, reinterpret educational concepts, compare perspectives, or propose new models and approaches relevant to Islamic education.

Potential topics include Islamic educational philosophy, Qur’anic perspectives on education, Islamic pedagogy, educational leadership, curriculum theory, character formation, Islamic learning traditions, and the integration of Islamic values into contemporary educational practice.

Manuscripts must clearly define the research problem, the scope of the inquiry, the rationale for selecting sources, and the analytical or interpretive approach employed. Authors should explain how sources are identified, evaluated, compared, and synthesized to develop a coherent scholarly argument.

The analysis must go beyond description or a summary of existing literature. Authors are expected to demonstrate critical engagement with previous scholarship, identify conceptual or theoretical gaps, and present an original interpretation, synthesis, framework, or argument that contributes to the advancement of Islamic education.

3. Field Study Reports

Field study reports present systematic accounts of educational phenomena, practices, programs, or experiences observed in specific institutional, community, or social settings. Such reports may focus on Islamic schools, madrasahs, pesantren, higher education institutions, Qur’anic learning centers, community-based educational programs, or other relevant educational environments.

Studies may use observation, interviews, focus group discussions, questionnaires, documentary analysis, or other appropriate methods to investigate educational processes and contextual realities.

Manuscripts must explain the setting and context of the study, the purpose of the investigation, the participants or sources of information, the procedures used to collect and analyze data, and relevant ethical safeguards. Authors should provide sufficient contextual detail to help readers understand the circumstances in which the findings were obtained.

Reports must offer analytical insights into the educational phenomenon under investigation rather than merely describe activities or institutional experiences. The discussion should identify relevant patterns, challenges, enabling factors, and implications for educational practice, policy, or future research.

4. Book Reviews

Book reviews provide critical assessments of scholarly books relevant to Islamic education and related educational disciplines. Reviews may examine recent publications or significant works that continue to contribute to contemporary educational debates.

Each submission must provide complete bibliographic information, including the author or editor, book title, publisher, year of publication, page count, and ISBN, where available.

Reviews should introduce the book’s principal arguments, objectives, structure, and scope before critically evaluating its theoretical foundations, methodology or approach, use of sources, strengths, limitations, and contribution to Islamic education.

Reviewers are encouraged to situate the book within broader scholarly discussions and explain its relevance to researchers, educators, students, policymakers, or practitioners. A review must offer an independent and evidence-based assessment rather than merely summarize or promote the publication.

Any personal, professional, financial, or other relevant interests that could influence the assessment must be disclosed.

5. Systematic Literature Review Articles

Systematic literature review (SLR) articles synthesize existing research to address clearly formulated questions concerning Islamic education and related educational issues. These manuscripts may be considered within the journal’s research or conceptual article categories when their scope, analytical rigor, and scholarly contribution meet the journal’s requirements.

Authors must describe the databases or information sources searched, search terms and strategies, search dates, publication period covered, and inclusion and exclusion criteria. The procedures for screening and selecting studies must be transparent and reproducible.

Manuscripts must also explain data extraction procedures, the approach used to assess the quality or relevance of included studies, and the methods employed to synthesize the evidence. Where applicable, authors should report the number of records identified, screened, excluded, and included, together with the reasons for exclusion following full-text assessment.

The synthesis should identify patterns, agreements and disagreements across studies, limitations in the available evidence, research gaps, and implications for the development of Islamic education theory and practice. Bibliometric analysis may complement a systematic review but should not replace substantive critical synthesis.

Presentation and Assessment Requirements

All manuscripts must reflect the nature of the submission type and comply with the journal’s author guidelines. Research articles, conceptual and library-based articles, field study reports, and systematic literature reviews must provide an appropriate and transparent account of their methodological or analytical procedures. Book reviews must adopt a structure that supports critical and independent evaluation.

Authors should ensure that manuscripts demonstrate relevance to the journal’s scope, originality, methodological or analytical rigor, engagement with relevant scholarship, clarity of presentation, and a meaningful contribution to Islamic education.

Manuscripts must follow the journal’s prescribed formatting and referencing requirements. Authors are responsible for the accuracy of citations, references, research data, interpretations, and conclusions, as well as compliance with applicable research and publication ethics.

All submissions undergo editorial screening and, where appropriate, peer review in accordance with the journal’s editorial and publication policies. The editorial decision is based on the manuscript’s relevance, originality, scholarly quality, analytical depth, methodological soundness, and contribution to the advancement of Islamic education. Submission does not guarantee acceptance or publication.