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All Journal Jurnal Ilmiah WUNY Ganendra: Majalah IPTEK Nuklir Al Fikra : Jurnal Ilmiah Keislaman Suhuf Tadrib: Jurnal Pendidikan Agama Islam Ishraqi Al Ishlah Jurnal Pendidikan ATTARBIYAH: Journal of Islamic Culture and Education SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan PROSIDING SEMINAR NASIONAL AGRIBISNIS JURNAL TARBIYAH Iseedu: Journal of Islamic Educational Thoughts and Practices Islamic Management: Jurnal Manajemen Pendidikan Islam Jurnal Pascapanen dan Bioteknologi Kelautan dan Perikanan Inovasi: Jurnal Ilmiah Ilmu Manajemen Jurnal PAI Raden Fatah SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Dinamika Manajemen Pendidikan (JDMP) Jurnal Ilmiah Cendekia Eksakta Buletin Literasi Budaya Sekolah Al-Ulum: Jurnal Pendidikan Islam Journal La Edusci Fitrah: Journal of Islamic Education Jurnal Ekonomi Al-Ulum: Jurnal Pendidikan Islam Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Mediagro el-Buhuth: Borneo Journal of Islamic Studies Journal of Mathematics Instruction, Social Research and Opinion Journal of Educational Sciences Proceeding ISETH (International Summit on Science, Technology, and Humanity) Prosiding University Research Colloquium Electronic Journal of Education, Social Economics and Technology Science and Education Journal RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Ekonomi Pertanian dan Agribisnis Iseedu: Journal of Islamic Educational Thoughts and Practices Jurnal Insani
Istanto Istanto
Universitas Muhammadiyah Surakarta
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Pelatihan dan pendampingan deep learning untuk guru ISMUBA di Sekolah Muhammadiyah se-Surakarta Mohamad Ali; Istanto Istanto; Nurul Latifatul Inayati; Dartim Dartim; Muh. Nur Rochim Maksum; Abil Fida Muhammad Qois Al Hadi; Lintang Faza Muqoddas; Ernita Chandra Choirunisa; Febriyani Amelia Putri; Linda Ayu Sholekhah; Indah Setyaningrum; Alya Amellia Ayu Janati; Fadhilla Nangroe Anggraini
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i2.38470

Abstract

Abstrak Transformasi digital pendidikan menuntut guru memiliki literasi teknologi dan kemampuan pedagogik berbasis data, namun sebagian guru ISMUBA masih memiliki pemahaman terbatas mengenai pemanfaatan Deep Learning dalam pembelajaran. Pengabdian ini bertujuan meningkatkan kompetensi pengetahuan dan keterampilan guru dalam merancang serta mengimplementasikan pembelajaran berbasis Deep Learning. Metode pelaksanaan menggunakan pendekatan partisipatif melalui sosialisasi, pelatihan konseptual dan praktik, pendampingan project-based learning, serta evaluasi. Mitra kegiatan adalah 15 sekolah Muhammadiyah di Surakarta dengan 60 guru ISMUBA sebagai peserta. Evaluasi dilakukan menggunakan pre-test dan post-test serta penilaian produk pembelajaran. Hasil menunjukkan peningkatan kompetensi yang signifikan, yaitu kategori pengetahuan tinggi meningkat dari 25% menjadi 70%. Selain itu, peserta berhasil mengembangkan minimal tiga model pembelajaran berbasis Deep Learning yang siap diterapkan serta meningkatkan kepercayaan diri guru dalam penggunaan teknologi pembelajaran. Program juga membentuk komunitas kolaboratif guru berbasis teknologi sehingga berpotensi meningkatkan kualitas pembelajaran adaptif dan berbasis data secara berkelanjutan. Kata kunci: deep learning; literasi digital; ISMUBA; pembelajaran berbasis data; pengabdian masyarakat. Abstract The digital transformation of education requires teachers to have technological literacy and data-based pedagogic skills, but some ISMUBA teachers still have a limited understanding of the use of Deep Learning in learning. This service aims to improve teachers' knowledge competencies and skills in designing and implementing Deep Learning-based learning. The implementation method uses a participatory approach through socialization, conceptual and practical training, project-based learning assistance, and evaluation. The partners of the activity were 15 Muhammadiyah schools in Surakarta with 60 ISMUBA teachers as participants. Evaluation is carried out using pre-test and post-test as well as assessment of learning products. The results showed a significant increase in competence, i.e. the category of high knowledge increased from 25% to 70%. In addition, participants managed to develop at least three Deep Learning-based learning models that are ready to be implemented and increase teachers' confidence in the use of learning technology. The program also forms a collaborative community of technology-based teachers so that it has the potential to improve the quality of adaptive and data-based learning in an ongoing manner. Keywords: deep learning; digital literacy; ISMUBA; data-driven learning; community service.
Manajemen Program Tahfidzul Qur’an Dalam Peningkatan Prestasi Hafalan Di SMP Insan Cendekia Boarding School Sukoharjo Dimas Wisnu Wardana; Mohammad Ali; Istanto Istanto
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.513

Abstract

Penelitian ini bertujuan untuk menganalisis manajemen perencanaan dan pengorganisasian program tahfidzul quran dalam meningkatkan prestasi hafalan peserta didik di SMP Insan Cendekia Boarding School Sukoharjo. Penelitian ini menggunakan pendekatan kualitatif dengan metode pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi. Analisis data dilakukan dengan tahapan reduksi data, penyajian data, serta penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa perencanaan program tahfidz dilakukan secara stematis dengan menetapkan tujuan yang jelas, yaitu membekali peserta didik dengan hafalan Al-Qur’an yang mutqin serta membentuk pemahaman ajaran Islam yang komprehensif sesuai visi dan misi sekolah. Perencanaan juga mencakup penetapan target hafalan minimal tiga baris per hari serta capaian akhir dua juz (juz 30 dan 29) selama tiga tahun. Pengorganisasian program, tahfidz dilaksanakan melalui pembagian peran guru dan Pembina asrama, pengelompokan peserta didik berdasarkan kemampuan hafalan (rendah, sedang, dan tinggi), serta penyediaan sarana dan prasaran yang mendukung seperti lingkungan masjid yang kondusif, mushaf al-Qur’an jurnal monitoring hafalan, dan sistem rekapitulasi bulanan. Metode talaqqi, Tahsin, dan Ummi  diterapkan secara konsisten untuk menunjang proses hafalan. Melalui manajemen perencanaan dan pengorganisasian yang terstruktur, program tahfidz di SMP Insan Cendekia  Boarding School Sukoharjo terbukti mampu mendukung peningkatan prestasi hafalan Al-Qur’an peserta didik secara berkelanjutan.
Religious Moderation Between Tradition and Modernity: Mohammed Abed al-Jabri’s Critique of Arab Reason and its Implications for Islamic Education Mutohharun Jinan; Abil Fida Muhammad Qois Al Hadi; Fahmi Ulum Al Mubarok; Istanto Istanto; Yusuf Mukhtar Taqiyyuddin
Fitrah: Journal of Islamic Education Vol. 7 No. 1 (2026): Juni (2026)
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v7i1.1567

Abstract

Religious moderation in Indonesia has been institutionally strengthened through national policy frameworks; however, persistent intolerance among students indicates a deeper epistemological problem within religious reasoning. Existing studies generally approach moderation as a normative or socio-political agenda while neglecting the structures of reasoning that shape exclusive or moderate religious orientations. This article examines religious moderation within the dialectic of tradition and modernity through Mohammed Abed al-Jabiri’s critique of Arab reason and its implications for Islamic education. This study employs a qualitative-conceptual design using a philosophical-epistemological approach. Primary sources include al-Jabiri’s Naqd al-‘Aql al-‘Arabi and related works on bayānī, ‘irfānī, and burhānī epistemologies, supported by relevant literature on religious moderation and Islamic education. The findings reveal that sustainable religious moderation requires the reconstruction of religious reasoning through burhānī rationality, which emphasizes critical, contextual, and dialogical thinking. Consequently, Islamic education must transform its curriculum and pedagogy to cultivate critical-moderate reasoning grounded in ethical and intellectual responsibility.
Transformation of Learning in The 4.0 Era through Educational Technology and Its Implications for Ethical Humanistic Religious Values Silmi Khoiria Syahida; Istanto Istanto
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study analyzes the transformation of learning in the Industry 4.0 era through digital technology and its implications for ethical, humanistic, and religious values. Using a qualitative conceptual approach and literature review, data were collected from books, journals, and scientific articles on digital learning, educational ethics, and moral-spiritual development. Analysis was conducted descriptively and critically to explore the relationship between digital practices and student character formation. Results indicate a shift from teacher centered to learner-centered learning, with digital technology supporting active engagement, collaboration, and critical thinking. Integrating ethical, humanistic, and religious values helps students understand the moral and social consequences of their actions, enhancing integrity, empathy, social responsibility, and spiritual awareness. The study highlights the importance of balanced digital learning strategies that strengthen both technical competencies and character development, providing guidance for educators and policymakers to design adaptive, inclusive, and character-building learning in the digital era.
Conceptual Study of Technology-Based Learning Media in Internalizing Religious Ethical Values Muhammad Irfan Izzuddin; Istanto Istanto
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The increasing moral challenges faced by students in the digital age require educational strategies that are not only cognitively oriented but also capable of fostering a commitment to religious values and ethical behavior. This study aims to formulate a conceptual framework on how technology-based learning media can be designed and implemented pedagogically to internalize religious ethical values in students, by linking the concepts of digital media, value internalization theory, religious character education, and the context of Society 5.0. The method used is a qualitative approach through literature study with content analysis; literature is selected from reputable scientific sources and analyzed thematically to map trends, media forms, success factors, and the potential and challenges of implementation. The results of the study show a shift in the function of technology from merely presenting material to becoming an effective "mediator of valuable experiences" when supported by learning orchestration (assignments, discussions, reflections) so that digital experiences are transformed into ethical meanings. The dominant media discussed include VR/360°, digital game-based learning, interactive multimedia, film-making/docutube, and the e-learning/LMS ecosystem, with the determining factors for success being the alignment of design with value objectives, teachers' pedagogical and digital literacy competencies, and institutional support (infrastructure, training, policies). The main challenges include the risk of reducing values to mere entertainment/visuals, access inequality, and the need for cultural sensitivity and a safe learning space. Conceptually, the internalization of religious ethical values through technology requires value-conscious learning design that is integrated, sustainable, and measurable within the educational ecosystem.
The Role of Teachers in Strengthening Character as Role Models for Students to Instill the Value of Honesty in the Era of Society 5.0 Suci Fauziah Rahma; Istanto Istanto
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study aims to analyze the role of teachers as role models in strengthening students’ character, particularly in instilling honesty values in the era of Society 5.0, where rapid technological advancement has significantly influenced students’ moral behavior and increased academic dishonesty. This research employed a qualitative approach using library research by reviewing relevant literature, including books, scientific journals, and research articles related to character education, teacher exemplarity, honesty values, and educational challenges in the digital era. The collected data were analyzed descriptively to identify key concepts and theoretical perspectives regarding teachers’ roles as uswah hasanah in character formation. The findings indicate that teachers’ exemplary behavior plays a crucial role in shaping students’ honesty character, reflected through consistency between words and actions, fairness in assessment, openness in communication, responsibility, and ethical use of technology in learning activities. Through continuous role modeling, teachers enable students to internalize honesty values not merely as theoretical concepts but as practical attitudes applied in daily academic life. However, teachers also face various challenges, including the influence of digital culture, external environmental factors, limited instructional time, and the dominance of instant oriented academic practices. Therefore, strengthening teachers’ awareness, professionalism, and moral commitment is essential to ensure the effectiveness of honesty character development in contemporary educational settings. This study provides conceptual insights into strengthening honesty character through teacher exemplarity and contributes to the development of character education strategies that integrate moral values with technological advancement in the Society 5.0 era.
The Impact of Character Education on High School Students' Social Ethics and Responsibilities: A Systematic Literature Review of Scopus-Indexed Articles Ulya Nur Izzatun Nimah; Mohammad Zakki Azani; Istanto Istanto
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Character education plays a crucial role in shaping students' social ethics and responsibilities, particularly within the context of school education. This systematic literature review analyzes studies from Scopus-indexed journals to assess the impact of character education on the development of moral values such as honesty, discipline, and responsibility among high school students. The review highlights various character education models, especially those grounded in religious values like Islam, which have shown positive effects on students' ethical behavior and social responsibility. Research indicates that schools implementing character education programs report significant improvements in students' social behaviors, such as increased pro-social actions and a reduction in negative behaviors. However, the implementation of such programs faces several challenges, including a lack of teacher training, limited relevant instructional materials, and difficulties integrating religious teachings into subjects like science and mathematics. Additionally, cultural diversity and time constraints are significant barriers to effective implementation. Despite these challenges, the empirical evidence suggests that when schools integrate character education effectively, it not only enhances students' academic performance but also fosters responsible, ethical individuals. The review also proposes strategies to overcome these challenges, emphasizing the importance of teacher training, curriculum integration, and the collaboration between schools, families, and communities. This study aims to provide a comprehensive understanding of how character education influences student ethics and responsibility and offers policy recommendations for enhancing its effectiveness in schools worldwide.
The Transformation of Islamic Educational Institutions in Indonesia: A Systematic Literature Review on Pesantren, Madrasah, and Islamic Full Day Schools Ibnu Rizqulloh; Muh. Nur Rochim Maksum; Istanto Istanto
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study examines the transformation of Islamic educational institutions in Indonesia including pesantren, madrasah, and integrated Islamic schools in responding to the dynamics of modernity and the globalization of education. The background of this research stems from the need to understand how Islamic educational institutions can adapt to the demands of the digital era without abandoning the Islamic values that form their fundamental identity. The main objective of this study is to analyze the forms, directions, and implications of institutional transformation within Indonesia’s Islamic education through a qualitative, literature based approach employing an integrative literature review strategy. Data were collected from various scholarly sources, including reputable journals, academic books, and relevant research reports, and were analyzed thematically and narratively. The findings reveal that the transformation of Islamic education occurs across three major dimensions: institutional, curricular, and ideological values. Pesantren are experiencing modernization in management and curriculum, madrasah emphasize the integration of religious and general sciences, while integrated Islamic schools represent a new, holistic, and adaptive model of Islamic education. Collectively, these institutions demonstrate a synergistic pattern in shaping a more inclusive and competitive national Islamic education system. Theoretically, this study contributes to strengthening the integrative paradigm between faith, knowledge, and practice, while practically providing a conceptual foundation for developing Islamic education policies and strategies that are relevant to the challenges of the modern era.
KEPEMIMPINAN SERVANT LEADERSHIP RELIGIUS DI MTSN 5 KLATEN Ulil Nur Hidayati; Istanto Istanto
JURNAL TARBIYAH Vol 32, No 2 (2025)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v32i2.4836

Abstract

This study aims to describe the characteristics and practices of religious servant leadership at MTsN 5 Klaten, focusing on how the principal integrates the values of service, exemplary conduct, and Islamic spirituality in daily leadership. A qualitative phenomenological approach was employed through observation, interviews, and documentation, with data validity tested using source and technique triangulation. Data analysis followed the interactive model of Miles and Huberman, including data reduction, presentation, and conclusion drawing. The findings reveal that the principal practices religious servant leadership through consultation, empowerment of teachers and students, habitual worship, and exemplary attitudes of trustworthiness (amanah), wisdom (fathonah), and compassion. These practices are reflected in activities such as congregational prayers, Qur’an recitation, character development, and open communication that foster a humanistic school environment. Moreover, the principal responds to digital-era challenges, such as gadget misuse, with persuasive and educational approaches. The study concludes that religious servant leadership strengthens students’ spiritual character, enhances teacher performance, and builds a harmonious Islamic school culture.Penelitian ini bertujuan mendeskripsikan karakteristik dan praktik kepemimpinan servant leadership religius di MTsN 5 Klaten, dengan fokus pada integrasi nilai pelayanan, keteladanan, dan spiritualitas Islam dalam kepemimpinan kepala madrasah. Pendekatan kualitatif fenomenologis digunakan melalui observasi, wawancara, dan dokumentasi, dengan uji keabsahan data menggunakan triangulasi sumber dan teknik. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman yang meliputi reduksi, penyajian, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepala madrasah menerapkan kepemimpinan pelayan religius melalui musyawarah, pemberdayaan guru dan siswa, pembiasaan ibadah, serta keteladanan dalam sikap amanah, fathonah, dan kasih sayang. Praktik ini tampak dalam kegiatan shalat berjamaah, tadarus Al-Qur’an, pembinaan karakter, dan komunikasi terbuka yang menumbuhkan suasana humanis. Selain itu, kepala madrasah responsif terhadap tantangan era digital dengan pendekatan persuasif dan edukatif. Penelitian ini menyimpulkan bahwa servant leadership religius memperkuat karakter spiritual, kinerja guru, dan budaya sekolah Islami.
MODEL PENGEMBANGAN KURIKULUM TPQ AL FURQON MTA WONOSARI 1 Ummu Hani’; Istanto Istanto
JURNAL TARBIYAH Vol 32, No 1 (2025)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v31i1.4352

Abstract

This study aims to examine the curriculum model, curriculum development, and the supporting and inhibiting factors of curriculum development in TPQ Al Furqon MTA Wonosari 1. The method used is phenomenology with a qualitative data analysis approach. Data were collected through observation and interviews, then analyzed descriptively through the process of transcription, coding, categorization, description, and interpretation. The instrument used in this research was an interview sheet submitted to the Head of TPQ Al Furqon MTA Wonosari 1 to obtain valid data. The results of this study reveal that TPQ Al Furqon MTA Wonosari 1 uses a curriculum model compiled by the LPQ MTA Center, whose material is based on MTA teachings that refer to the Al-Qur'an and As-Sunnah, and is adapted to the conditions that exist at TPQ Al Furqon MTA Wonosari 1. TPQ Al Furqon MTA Wonosari 1 has developed by continuing to innovate in learning, such as the use of the classical Iqra' method for efficiency. In TPQ learning is focused on achieving key competencies such as reading, writing, memorizing the Qur'an, understanding worship, and morals.
Co-Authors Abil Fida Muhammad Qois Al Hadi Afief El Ashfahany Ahmad Akbar Fauzi Ahmad Arfian Hafis Alya Amellia Ayu Janati Anggraeni, Agustina Putri Arum Fadhilah Ashri Nafiah Nur Isti Qomah Ayiyah, Siti Nur Ayiyah, Siti Nur Dartim Datik Nurmuslimah Deddy Irawan Permana Putra, Deddy Irawan Permana Deswita, Elvira Dewi Hastuti Dewi Hastuti Dianawati, Eva Dimas Wisnu Wardana Dwi Utari Handayani Ernani Nur Jannah Ernita Chandra Choirunisa Fachriyan, Hilmi Arija Fadhilla Nangroe Anggraini Fadillah, Ana Tasya Nur Fahmi Ulum Al Mubarok Fatihah, Siti Febriyani Amelia Putri Handayani, Dwi Utari Hendri Wibowo Hesti Ratnasari Hilmi Arija Fachriyan, Hilmi Arija Hombing, Angelina Br Ibnu Rizqulloh Iim Wasliman Ilyas Maulana In Taslimah Indah Setyaningrum Irma Parina Jessika Ria Puspitasari Junita Evie Puhan Khasanah, Uswahtun Linda Ayu Sholekhah Lintang Faza Muqoddas lutfiani, Dwi Luthfi Afif Murtadho Mayaut, Flores George Ma’arif Jamu’in Mega Fatimah Rosana Mohammad Rifky Mohammad Zakki Azani Moordiningsih Moordiningsih Mufidah Sukriyani Muh Nur Rochim Maksum Muhamad Subhi Apriantoro Muhammad Ali Muhammad Iqbal Al Fatih Muhammad Irfan Izzuddin Muhammad Rafif Yuliza Absa Mujib, M Fatkhul Murdahayu Makmur Mursyida Munashiroh Mutohharun Jinan Naim, Muhsin Nasywa, Rifany nimah, lulua ulyn Nirmala Fitri Qomariah Nur Jannah, Ernani Nurmuslimah, Datik Nursinta, Wulan Tri Nurul Latifatul Inayati Pratama, Dhaifullah Mochtar Adi Priasetyono, Yogi Priharseno, Aldi Cahyo Qomariah, Nirmala Fitri Rahayu, Aprillia Cebbing Ageng Ramadhan, Azrifvan Fakhri Refinel - Renan Subantoro Rina Mulyaningsih Rosa Melinda Rossi Prabowo Saeful Yusuf Sembiring, Rinawati Setyaningrum, Indah Shindy Tresna Vinansih Silmi Khoiria Syahida Siti Nur Ayiyah Siti Suprapti Solly Aryza Suci Fauziah Rahma Sukirman Sukirman Sulistianingrum, Sekar Syekha, Qosim Nur Taslimah, In Tika Retnowati Titi Nur Karimah Ulil Nur Hidayati Ulya Nur Izzatun Nimah Umar Muhtar Al Ghozali Ummu Hani’ Wahyu Retno Prihatiningsih Wulandayu, Nurya Putri Yassir Hafidh Fitriyan Yusuf Mukhtar Taqiyyuddin Zuhaery, Muhammad