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    <doi_batch_id>_1793511608</doi_batch_id>
    <timestamp>1793511608</timestamp>
    <depositor>
      <depositor_name>Muh Barid Nizarudin Wajdi</depositor_name>
      <email_address>barid@safeerana.org</email_address>
    </depositor>
    <registrant>Universitas Nasional</registrant>
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    <journal>
      <journal_metadata>
        <full_title>Journal of Social Political Sciences</full_title>
        <abbrev_title>jsps</abbrev_title>
        <issn media_type="electronic">2715-7539</issn>
      </journal_metadata>
      <journal_issue>
        <publication_date media_type="online">
          <month>08</month>
          <day>30</day>
          <year>2026</year>
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        <journal_volume>
          <volume>7</volume>
        </journal_volume>
        <issue>3</issue>
        <doi_data>
          <doi>10.52166/jsps.v7i3</doi>
          <resource>https://e-journal.unas.ac.id/jsps/issue/view/66</resource>
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          <title>TARBIYAH AND MORAL MODERNITY IN AN URBAN INDONESIAN ISLAMIC SCHOOL</title>
        </titles>
        <contributors>
          <person_name contributor_role="author" sequence="first">
            <given_name>Qonitah</given_name>
            <surname>Basalamah</surname>
          </person_name>
          <person_name contributor_role="author" sequence="additional">
            <given_name>Syamsiah </given_name>
            <surname>Badaruddin</surname>
          </person_name>
          <person_name contributor_role="author" sequence="additional">
            <given_name>Sarah Imtinan</given_name>
            <surname>Basalim</surname>
          </person_name>
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          <jats:p>This article examines how Tarbiyah-oriented schooling at SIT Nurul Fikri in Depok connects Islamic piety with contemporary educational aspirations. Drawing on interpretive school ethnography conducted between July 2019 and March 2021, involving participant observation, semi-structured interviews, and documentary analysis, it investigates the organisation of moral expectations through everyday routines, educator roles, and school-family relationships. Moral modernity is used as an analytical lens for understanding how academic competence, independence, and social responsibility are interpreted through Islamic ethics. The analysis identifies three connected processes: the communication of moral expectations through the hidden curriculum, the positioning of educators as murabbi or ethical guides, and the extension of educational responsibilities through family engagement. Together, these processes constitute an institutional project of ethical formation that connects religious commitments with participation in contemporary social life. The argument distinguishes the school’s desired student profile from the practices intended to cultivate it and from students’ responses. Participation in the national education system provides a context for considering civic belonging, but does not establish a uniform form of nationalism or pious citizenship. The article contributes to the sociology of religious education by explaining how moral aspirations are organised across institutional and relational settings, while treating their internalisation and longer-term civic effects as open empirical questions.</jats:p>
        </jats:abstract>
        <publication_date media_type="online">
          <month>08</month>
          <day>30</day>
          <year>2026</year>
        </publication_date>
        <pages>
          <first_page>418</first_page>
          <last_page>432</last_page>
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          <ai:license_ref>https://creativecommons.org/licenses/by/4.0</ai:license_ref>
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          <doi>10.59689/jsps.v7i3.391</doi>
          <resource>https://e-journal.unas.ac.id/jsps/article/view/391</resource>
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