Author Guidelines

• Manuscripts must be written in English.
• The manuscript length should range from 5,000 to 12,000 words, including tables, figures, references, and appendices.
• Each article must include an abstract in English and Indonesian.
• The abstract must be followed by up to 5 keywords.
• Foreign terms or non-English words should be translated or explained when first introduced.
• Quotations, transliterated expressions, and non-English terms should be italicized where appropriate.
• Authors are strongly encouraged to use the journal template available here: Article Template.

1. Title and Author Information

The title should be concise, specific, and informative, with a maximum of 16 words. Authors must provide their full names without academic titles, institutional affiliations, and the corresponding author’s valid email address.

Example title: Integrating Digital Literacy into Islamic Education Classrooms in Indonesian Muslim Schools

2. Abstract

The abstract must be written in English and Indonesian, in a single paragraph, with a maximum length of 200 words. It should briefly present the research background, objective, method, principal findings, and conclusion. The abstract must be followed by up to 5 keywords.

Example statement: This study examines the implementation of student-centered learning in Islamic secondary schools and its impact on student engagement. Using a qualitative case study design, data were collected through interviews, classroom observations, and document analysis. The findings show that teachers who applied dialogic and collaborative strategies were more successful in encouraging active participation. The study concludes that student-centered learning can strengthen meaningful engagement in Muslim educational contexts when supported by reflective pedagogy and institutional support.

3. Introduction

The introduction should explain the research background, relevant literature, theoretical framework, research gap, novelty, and the objective(s) of the study. Authors should clearly position their study in relation to prior scholarship and explicitly state the contribution of the article.

Example opening statement: Recent debates on education in Muslim societies have increasingly emphasized the need to align religious values with contemporary pedagogical innovation.

Example gap statement: Although previous studies have discussed Islamic education reform, limited attention has been given to how classroom-level practices reflect this transformation in everyday teaching.

4. Methods

This section should explain the research design, participants or data sources, instruments, procedures of data collection, and techniques of data analysis in sufficient detail to allow replication or analytical transparency. If established methods are adopted, relevant references should be cited.

Example statement: This study employed a qualitative case study design involving interviews with twelve teachers and classroom observations conducted over one semester.

Example analysis statement: The collected data were coded thematically to identify recurring patterns related to instructional strategies, challenges, and student responses.

5. Results and Discussion

The Results section should present the principal findings clearly, systematically, and logically, supported by tables or figures where appropriate. Avoid repeating the same data in both text and visual form. The Discussion section should interpret the findings in relation to the research question, engage with relevant literature, and explain the theoretical, pedagogical, or policy significance of the study.

Example result statement: The findings reveal that teachers primarily used collaborative discussion and guided reflection to encourage students’ active participation.

Example discussion statement: This finding suggests that dialogic pedagogy remains central in Muslim educational settings, particularly when teachers aim to balance religious authority with participatory learning approaches.

Example comparative statement: These results support previous studies on student-centered Islamic education, while also extending the discussion to the context of digital classroom interaction.

6. Conclusion

The conclusion must directly answer the research questions or objectives, summarize the principal findings, and explain their implications for theory, practice, or policy. It should not merely repeat the abstract or restate the results without interpretation. Where appropriate, the conclusion may also include recommendations for educational practice, policymaking, or future research.

Example statement: This study answers the research question by demonstrating that the integration of collaborative pedagogy in Islamic school classrooms improves student participation and reflective learning. The findings imply that teachers in Muslim educational settings need stronger pedagogical support to sustain such practices. Therefore, future programs should focus on teacher training, institutional facilitation, and broader comparative research across Islamic educational contexts.

7. Recommendations (Optional)

A separate recommendations subsection may be included when the study generates specific practical, institutional, or policy-oriented suggestions. Recommendations should be directly derived from the findings and should not introduce new arguments.

Example statement: Future studies may explore how similar pedagogical approaches are implemented across different types of Islamic educational institutions in Southeast Asia.

8. References

All sources cited in the manuscript must appear in the reference list, and all works listed in the reference list must be cited in the text. References must follow the APA 7th edition style. Authors are strongly encouraged to use reference management tools such as Mendeley or Zotero.

In-text citation example: Education should promote freedom and social justice (Zaidan, 2005, p. 15).

• McKenzie, J. A. (1993). Power learning in the classroom. Corwin Press. [Book]
• Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education, 55(4), 1494–1503. [Journal Article]
• Clancey, W. J. (2013). Transfer of rule-based expertise through a tutorial dialogue (Doctoral dissertation, Stanford University). [Dissertation]
• Ivey, K. C. (2012, September 2). Citing Internet sources. http://www.eei-alex.com/eye/utw/96aug.html [Website]

• Manuscripts must be submitted through the online submission portal: Online Submission.
• If technical problems arise, authors may contact the editorial office via email: tarbiya-fitk@apps.uinjkt.ac.id.
• Each manuscript is evaluated by the editorial team and reviewed by at least two independent reviewers using a double-blind peer-review process.
• The final decision of acceptance, revision, or rejection is based on the reviewers’ recommendations and the editor’s evaluation.
• Revised manuscripts must be resubmitted within three months; otherwise, the manuscript may be treated as a new submission.

TARBIYA: Journal of Education in Muslim Society adheres to ethical standards based on the Committee on Publication Ethics (COPE) guidelines. All published articles are distributed under a Creative Commons Attribution-ShareAlike (CC BY-SA) license, which allows users to read, download, copy, distribute, print, search, link to the full texts, and reuse the content with proper attribution.

Prof. Muhammad Zuhdi, M.Ed., Ph.D. (Editor-in-Chief)
Faculty of Educational Sciences, UIN Syarif Hidayatullah Jakarta
Jl. Ir. H. Juanda No. 95 Ciputat, South Tangerang, Indonesia 15412
Email: tarbiya-fitk@apps.uinjkt.ac.id / jurnal-fitk@apps.uinjkt.ac.id
Website: http://journal.uinjkt.ac.id/index.php/tarbiya