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Pendidikan Anak dalam Perspektif Psikologi Pendidikan Islam Hartadi Hartadi; Siti Rokhimah
TSAQOFAH Vol 6 No 4 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11042

Although child education has been widely studied from the perspectives of education and developmental psychology, learning orientations that emphasize academic achievement more than spiritual, moral, emotional, and social development remain a fundamental problem. This study aims to analyze the concept of child education from the perspective of Islamic educational psychology, identify the principles of child development, and explain its implications for educational practices in families and educational institutions. This study used a library research method with a qualitative approach. Data were obtained through the review of books, scientific articles, classical Islamic works, and academic documents relevant to educational psychology, child development, and Islamic education. Data analysis was conducted through data reduction, theme categorization, conceptual interpretation, and conclusion drawing. The results showed that child education from the perspective of Islamic educational psychology is based on the concepts of fitrah, tawhid, adab, role modeling, habituation, affection, and the integrated development of intellectual, emotional, social, and spiritual potential. The family functions as the primary educational environment, while schools play a role in strengthening the internalization of values through learning, teacher role modeling, and a religious educational culture. The conclusion of this study affirms that Islamic educational psychology offers a holistic framework for child education oriented toward shaping individuals who are faithful, knowledgeable, morally upright, independent, and responsible. The implications of this study include the importance of integrating Islamic values, developmental psychology, and humanistic learning strategies in curriculum development, strengthening teacher competence, and developing family parenting patterns.

Implementasi Kurikulum Merdeka Belajar Pendekatan Deplearning Hartadi Hartadi; Taufiqurrohman Taufiqurrohman
TSAQOFAH Vol 6 No 4 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11043

Although the Merdeka Belajar Curriculum has been directed toward promoting independence, meaningful engagement, and contextual learning experiences, its implementation still requires a learning approach that can strengthen conceptual understanding, critical thinking, collaboration, creativity, and the application of knowledge in authentic contexts. This study aims to analyze the implementation of the Merdeka Belajar Curriculum through a deep learning approach, identify supporting and inhibiting factors, and examine its implications for improving learning quality. This study used a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews with the principal, teachers, and students, as well as documentation analysis of teaching modules, learning activities, and assessment instruments. The data were analyzed through data reduction, data display, and conclusion drawing using an interactive analysis model. The results showed that the deep learning approach supported the implementation of the Merdeka Belajar Curriculum through student-centered learning, inquiry-based activities, collaborative problem solving, differentiated learning, and authentic assessment. Teachers play an important role in designing learning experiences that connect academic material with real-life situations and students’ needs. The main challenges in implementing this approach include differences in teachers’ pedagogical competence, limited learning resources, limited time, and uneven student readiness. The conclusion of this study affirms that the deep learning approach strengthens the orientation of the Merdeka Belajar Curriculum toward holistic student development, particularly in cognitive, social, emotional, and character dimensions. The implications of this study include the importance of continuous teacher professional development, institutional support, the provision of adaptive learning resources, and an evaluation system capable of measuring higher-order thinking skills and meaningful learning outcomes.

Pemikiran Pendidikan Islam Mohammad Natsir: Landasan Filosofis dan Implikasinya bagi Pendidikan Indonesia Hizbullah Muzahid; Zidan Arif Muzhaffar; Hartadi Hartadi; Mulyanto Abdul Khoir
TSAQOFAH Vol 6 No 1 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8444

This study is grounded in the gap between the ideal of Islamic education and the reality of Indonesia’s national education system, which remains dichotomous between religious and general sciences, resulting in suboptimal integration of Islamic values into national education. The study aimed to analyze the philosophical foundations of Mohammad Natsir’s thought on Islamic education, particularly the concept of tauhid, the integration of iman (faith) and knowledge, and their implications for strengthening the orientation of national education. The method employed was a Systematic Literature Review (SLR) by analyzing relevant primary and secondary literature, including books, journal articles, and scholarly works on the philosophy of Islamic education, Natsir’s thought, and national education policy. The findings indicate that Natsir’s educational thought has strong relevance for reconstructing a national education system that is religious, humanistic, and rooted in Indonesian identity through the integration of iman, knowledge, and amal (action) as the philosophical foundation of education. The study concludes that an Islamic education paradigm based on tauhid and the integration of iman–ilmu–amal can serve as a strategic reference for strengthening a holistic orientation of national education and offers conceptual implications for the development of educational policies and practices that avoid the dichotomy between religious and general sciences.

Penerapan Pembelajaran Bahasa Jawa dalam Membentuk Akhlakul Karimah pada Santri di Pondok Pesantren Syahid Al–Ma’arif Klaten Mujibburrohman Mujibburrohman; Hartadi Hartadi
TSAQOFAH Vol 6 No 1 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8460

This study was motivated by the condition of santri at Pondok Syahid Al-Ma’arif Klaten in the 2022/2023 academic year, who came from diverse regions with different languages, habits, and characters that potentially give rise to conflicts, yet through appropriate education and methods can be guided to become santri who are polite in speech and behavior and diligent in worship. The study aimed to examine the implementation of Javanese language learning in shaping the akhlakul karimah of santri at Pondok Syahid Al-Ma’arif Klaten. A qualitative approach was employed, with data collected through observation, interviews, and documentation (photographs of boarding school activities and related records), involving the head of the pondok, Javanese language ustadz or teachers, and santri as research subjects. Data analysis was conducted using data triangulation and methodological triangulation techniques. The findings show that Javanese language learning for shaping akhlakul karimah is carried out through four main stages, namely integration into the boarding school curriculum, delivery of specific materials, habituation, and the application of educative sanctions. These four stages produced positive changes in the attitudes, speech, and persistence of santri in worship, as reflected in the data collected during the study. These findings affirm that systematically designed Javanese language learning makes a significant contribution to fostering santri’s akhlakul karimah in the pondok pesantren environment.

Implementasi Metode UMMI dalam Pembelajaran Al-Qur’an untuk Meningkatkan Kualitas Bacaan Siswa Hartadi Hartadi; Joko Subando
TSAQOFAH Vol 6 No 4 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11041

Although the Ummi Method has been widely implemented in Qur’an learning, studies that specifically analyze its planning, implementation, evaluation, supporting factors, and obstacles in improving students’ reading quality still need to be strengthened. This study aims to analyze the implementation of the Ummi Method in Qur’an learning to improve students’ reading quality, particularly in the aspects of makhraj al-huruf accuracy, mastery of tajwid rules, reading fluency, recitation rhythm, and self-confidence. This study used a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with school leaders, Qur’an teachers, and students, as well as documentation study. Data analysis was conducted through data reduction, data display, conclusion drawing, and source triangulation. The results showed that the Ummi Method contributed to improving the accuracy of makhraj al-huruf, the application of tajwid, reading fluency, recitation rhythm, and students’ self-confidence in reading the Qur’an. The effectiveness of this method was supported by structured learning stages, teacher certification, standardized teaching materials, periodic evaluation, individual and classical learning strategies, and parental involvement. The obstacles identified included differences in students’ initial reading abilities, limited learning time, and variations in teacher competence. The conclusion of this study affirms that the Ummi Method is an effective pedagogical approach for improving the quality of Qur’an reading through systematic, gradual, and evaluation-oriented learning. The implications of this study include the importance of strengthening teachers’ professional development, providing adequate learning resources, and developing a continuous assessment system to support the sustainable improvement of Qur’an literacy.

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