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Supervisi Berbasis Penelitian Tindakan Sekolah Mar-Atin Nabila Rohmah; Ana Muslimah; Meti Fatimah
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.v6i4.11490

Educational supervision is an important strategy for improving teacher professionalism and the quality of learning in schools. However, its implementation is still frequently oriented toward administrative assessment and has therefore not been able to provide optimal solutions to learning problems. This study aims to examine the concept of School Action Research (PTS)-based supervision, the relationship between supervision and PTS, its implementation stages, and its benefits in improving the quality of education. The study employed a qualitative approach using the library research method. Data were obtained from various secondary sources, including books, scholarly journal articles, proceedings, and relevant laws and regulations, and were subsequently analyzed using content analysis. The results of the review indicate that PTS-based supervision integrates the teacher development process with systematic research activities through the stages of planning, action implementation, observation, evaluation, reflection, and follow-up. This approach helps teachers identify and resolve learning problems based on data while encouraging the development of a reflective, collaborative, and innovative school culture. This study concludes that PTS-based supervision can serve as an effective strategy for improving teachers’ professional competence, the quality of the learning process, and the quality of education on an ongoing basis. These findings provide a conceptual contribution to the development of academic supervision and practical implications for school principals and supervisors in implementing systematic, data-based teacher development oriented toward continuous improvement.

Model Pendidikan Islam Berbasis Nilai dan Karakter di PTQ Cahaya Nusantara Mar-Atin Nabila Rohmah; Vian Widiyanto
TSAQOFAH Vol 5 No 5 (2025): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i5.7004

Ideal Islamic education should not solely emphasize cognitive aspects such as Qur’anic memorization, but also deeply instill values of adab and spirituality. This study aims to examine a value- and character-based Islamic education model implemented at PTQ Cahaya Nusantara. Employing a descriptive qualitative approach, the research was conducted through field methods, utilizing data collection techniques including interviews, observations, and documentation, which were then thematically analyzed. The findings indicate that PTQ Cahaya Nusantara has successfully integrated Islamic values into the learning process through programs such as halaqah adab, market day, the Organisasi Santri (OSP), and character report cards. Key components contributing to the success of this model include sustained leadership styles, consistent evaluation systems, and a value internalization approach. In conclusion, the educational model at PTQ Cahaya Nusantara represents a holistic approach to Islamic education, centered on the development of noble character, and offers a significant contribution to the advancement of value-based character education models in contemporary Islamic educational institutions.

Kajian Teoritis tentang Problem Based Learning dan Kemampuan Berpikir Kritis terhadap Hasil Belajar Fiqih Mar-Atin Nabila Rohmah; Joko Subando
TSAQOFAH Vol 6 No 2 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8741

Fiqh instruction in madrasahs plays a strategic role in shaping students’ understanding of Islamic law as applied in everyday life; however, classroom practice still faces challenges, including low student participation and underdeveloped critical thinking skills due to the dominance of conventional instructional models. This article aimed to theoretically examine the influence of the Problem Based Learning (PBL) model and critical thinking skills on students’ learning outcomes in Fiqh. The study employed a qualitative approach with a library research design, drawing data from a review of books, scholarly journals, and previous studies relevant to PBL, critical thinking, and learning outcomes. The review indicates that PBL can create student-centered learning, promote active engagement, and develop critical thinking through contextual problem solving. Critical thinking functions as an internal factor that strengthens students’ understanding of Fiqh material, particularly in analyzing Islamic legal issues and differences of scholarly opinion. Theoretically, the synergy between implementing PBL and strengthening critical thinking skills contributes positively to improving students’ learning outcomes in Fiqh and provides a conceptual basis for transforming instruction in madrasahs toward more active and reflective learning. Accordingly, this review offers an important theoretical foundation for subsequent empirical research on Fiqh learning and the development of problem-based instructional models in Islamic education.

Teori-Teori dalam Psikologi Pendidikan dan Implikasinya dalam Pendidikan Islam Mar-Atin Nabila Rohmah; Siti Rohimah
TSAQOFAH Vol 6 No 2 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8988

Educational psychology plays an important role in understanding students’ learning processes and designing effective instruction, so that learning theories become a conceptual foundation for educators in determining appropriate approaches, strategies, and methods. This article aimed to examine the main learning theories in educational psychology—namely behaviorist, cognitive, humanistic, and constructivist theories—and to analyze their implications in the context of Islamic education. A library research method was employed by reviewing various relevant books and journal articles. The findings show that each learning theory has distinct characteristics, basic assumptions, and pedagogical applications: behaviorist theory emphasizes behavior reinforcement through stimulus–response mechanisms, cognitive theory focuses on internal mental processes, humanistic theory is oriented toward the development of potential and the wholeness of the self, while constructivist theory positions learners as active subjects in constructing knowledge. Nonetheless, these four theories can complement one another when integrated with Islamic values, so that the learning process becomes not only academically effective but also oriented toward character formation, the strengthening of spirituality, and the personality balance of learners. Thus, the integration of learning theories within the framework of Islamic education constitutes an essential foundation for developing holistic and character-based instructional practices.

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