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All Journal At Turots: Jurnal Pendidikan Islam
Muhammad Ja'far Nashir
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The Role of Religious Education Teachers in Preventing Bullying in Schools: A Qualitative Study of Students at Aisyah Surya Ceria Elementary School, Karanganyar Regency, Academic Year 2025–2026. Asmira Effendi; Muhammad Ja'far Nashir
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1449

Abstract

This study aims to examine the role of religious education teachers in preventing bullying in schools, particularly among elementary school students. The research employed a qualitative approach with a descriptive case study design conducted at Aisyah Surya Ceria Elementary School, Karanganyar Regency, during the 2025–2026 academic year. The participants consisted of 30 students, selected through purposive sampling, along with religious education teachers and school administrators as supporting informants. Data were collected through in-depth interviews, classroom observations, and documentation, and analyzed using thematic analysis, including data reduction, data display, and conclusion drawing. The findings reveal that religious education teachers play a significant role in bullying prevention through moral value internalization, character-based learning, exemplary behavior, and continuous mentoring. The results show that 83% of students demonstrated an increased understanding of respectful behavior, 76% showed improved empathy toward peers, 70% experienced a reduction in verbal bullying tendencies, and 87% perceived the teacher’s role as influential in creating a safe and supportive school environment. These findings indicate that the integration of religious and character education contributes positively to bullying prevention at the elementary school level. The study concludes that strengthening the role of religious education teachers is essential for fostering an anti-bullying culture and promoting positive character development among students
The Implementation of a Gamification Model to Enhance Islamic Religious Education Learning at Islamic Plus Minhajussunnah School, West Sumbawa Regency Lalu Firman Hadiwijaya; Muhammad Ja'far Nashir
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1461

Abstract

This study examines the implementation of a gamification model in enhancing Islamic Religious Education (IRE) learning at Islamic Plus Minhajussunnah School, West Sumbawa Regency, during the 2025/2026 academic year. The purpose of this research is to analyze the effectiveness of gamification strategies in improving students’ learning engagement, motivation, and academic achievement in Islamic Religious Education. The study employed a quantitative approach using a quasi-experimental design with a one-group pretest–posttest model. The sample consisted of 30 students selected through purposive sampling. Data were collected through achievement tests, observation sheets, and student response questionnaires. The data were analyzed using descriptive and inferential statistical techniques to measure the improvement before and after the implementation of the gamification model. The findings indicate a significant improvement in students’ learning outcomes after the implementation of gamification. The average pretest score was 68.4, increasing to 84.7 in the posttest, reflecting a 23.8% improvement in academic achievement. Student learning motivation increased by 27%, while active participation in classroom activities rose by 31%. Furthermore, 86% of students demonstrated positive responses toward the gamification-based learning process. These results suggest that the gamification model is effective in enhancing the quality of Islamic Religious Education learning by fostering interactive, engaging, and student-centered instructional environments.
The Implementation of the Ummi Method in Improving the Quality of Qur’anic Recitation among Students of SMP Muhammadiyah Unggulan Ashidiq Gunungkidul Regency Rahmat Yulianto; Muhammad Ja'far Nashir
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1488

Abstract

This study aims to examine the implementation of the Ummi Method in improving the quality of Qur’anic recitation among students of Muhammadiyah Unggulan Ashidiq Junior High School, Gunungkidul Regency, in the 2026/2027 academic year. The research employed a qualitative approach with a case study design to explore in depth the instructional processes, teacher strategies, and students’ learning experiences in the application of the Ummi Method. The primary objective of this study was to analyze how the method is implemented systematically and to identify its contribution to enhancing students’ accuracy, fluency, and adherence to tajwid rules in Qur’anic recitation. The research involved 30 students selected purposively as research participants. Data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis of assessment records. Data validity was ensured through triangulation of sources and techniques. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Ummi Method was carried out through structured stages, including classical instruction, individual reading practice, repetition (drill), and continuous evaluation. The results demonstrate a significant improvement in students’ recitation quality: 83% of students showed improvement in tajwid accuracy, 87% improved in fluency (tartil), 80% demonstrated better pronunciation (makharij al-huruf), and 90% exhibited increased learning motivation. These findings suggest that the Ummi Method contributes effectively to improving the quality of Qur’anic recitation when implemented consistently and systematically in Islamic educational institutions.
Co-Authors Asmira Effendi Lalu Firman Hadiwijaya Rahmat Yulianto