Adab-Centric Pedagogy and Tarbiyah: A Comprehensive Analysis of Their Impact on Islamic Education System in South India

Mohamed Iyas Valarthodi; Abubaker Barry; Mahasri Shobahiya; Abdul Hafeez VM; Ameen KC

doi:10.31943/afkarjournal.v8i2.2093

Authors

Mohamed Iyas Valarthodi Islamic Education Department, Universitas Muhammadiyah Surakarta
Abubaker Barry Islamic Education Department, Universitas Muhammadiyah Surakarta
Mahasri Shobahiya Faculty of Islamic Religion, Universitas Muhammadiyah Surakarta
Abdul Hafeez VM Psychology Department, IGNOU, India
Ameen KC Psychology Department, IGNOU, India

DOI:

https://doi.org/10.31943/afkarjournal.v8i2.2093

Keywords:

Islamic Education, Adab-Centric Pedagogy, Tarbiyah, Educational Integration, Character Development

Abstract

This study examines the integration and effectiveness of adab-centric pedagogy and tarbiyah within South India's Islamic education system, particularly focusing on Kerala's educational institutions. Through a mixed-methods approach combining qualitative interviews, quantitative surveys, and longitudinal data analysis across 15 major Islamic educational institutions, the research investigates how traditional Islamic educational principles are effectively merged with modern pedagogical approaches. The study employed the Comprehensive Islamic Education Assessment Framework (CIEAF) and Multi-Dimensional Character Assessment Protocol (MDCAP) to evaluate both academic and character development outcomes. Results demonstrate significant improvements in student performance, including a 45% enhancement in character development metrics and a 27% increase in academic achievement. The findings establish that the successful integration of adab-centric pedagogy and tarbiyah principles creates a robust educational model that effectively balances traditional Islamic values with contemporary educational requirements.

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