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Ta`Limuna : Jurnal Pendidikan Islam
Published by STAI Ma'had Aly Al-Hikam Malang
ISSN : 20852975     EISSN : 26229889     DOI : -
Core Subject : Education,
Education
TA`LIMUNA Journal of Islamic Education ISSN 2622-9889 (Print) and ISSN 2085-2975 (Online) is a journal published twice a year by STAI Ma’had Aly Al Hikam Malang. This journal emphasizes aspects related to Islamic Education, with special reference to applied research in Islamic education that can be focused on the components of learning including curriculum, methods, models, psychology, thought and several issues of Islamic education and its problems.
Arjuna Subject : -
Articles 306 Documents
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TRANSFORMASI PEMBELAJARAN KITAB TA’LIMUL MUTA’ALLIM MELALUI METODE MICRO LEARNING DI PONDOK PESANTREN AL-FAQIH SUMBER NYAMPLONG PAMEKASAN: Transforming the Teaching of the Ta’limul Muta’allim Textbook through the Micro-Learning Method at Pondok Pesantren Al-Faqih Sumber Nyamplong Pamekasan Moh. Kamiluddin; Supandi; H. Atnawi; Syamsul Rijal
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 2 (2026): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/cct9ak47

Abstract

This study aims to describe the reasons behind the learning transformation, the forms of implementation of the Micro Learning method, and the supporting and inhibiting factors of its implementation at Pondok Pesantren Al-Faqih Sumber Nyamplong Pamekasan. This study uses a qualitative approach with phenomenological and ethnographic research types. Data were obtained through observation, in-depth interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The results show that the learning transformation was carried out by dividing the material into small units, focusing on one topic per session, delivering the content contextually, and reinforcing understanding through discussion, reflection, and brief evaluation. The application of this method increased santri's understanding, participation, motivation, and internalization of adab values without eliminating the substance of the text's teachings. The success of the implementation was supported by the caretaker's commitment, the ustadz's competence, and the santri's readiness, while limited media and variation in santri's ability became inhibiting factors. This study concludes that the Micro Learning method is effective in transforming the learning of Ta’limul Muta’allim into a form that is more adaptive, effective, and relevant without losing the characteristics of pesantren education. Penelitian ini bertujuan untuk mendeskripsikan alasan transformasi pembelajaran, bentuk penerapan metode Micro Learning, serta faktor pendukung dan penghambat implementasinya di Pondok Pesantren Al-Faqih Sumber Nyamplong Pamekasan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian fenomenologi dan etnografi. Data diperoleh melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa transformasi pembelajaran dilakukan melalui pembagian materi menjadi unit-unit kecil, fokus pada satu pokok bahasan setiap pertemuan, penyampaian materi secara kontekstual, serta penguatan melalui diskusi, refleksi, dan evaluasi singkat. Penerapan metode ini meningkatkan pemahaman, partisipasi, motivasi, serta internalisasi nilai-nilai adab santri tanpa menghilangkan substansi ajaran kitab. Keberhasilan implementasi didukung oleh komitmen pengasuh, kompetensi ustadz, dan kesiapan santri, sedangkan keterbatasan media dan variasi kemampuan santri menjadi faktor penghambat. Penelitian ini menyimpulkan bahwa metode Micro Learning efektif mentransformasikan pembelajaran Kitab Ta’limul Muta’allim menjadi lebih adaptif, efektif, dan relevan tanpa menghilangkan karakteristik pendidikan pesantren. Kata Kunci: Micro Learning; Pendidikan Islam; Pondok Pesantren; Ta’limul Muta’allim; Transformasi Pembelajaran
PENERAPAN METODE QUR’ANI SIDOGIRI DALAM MENINGKATKAN KUALITAS PEMBELAJARAN AL-QUR’AN DI TAMAN PENDIDIKAN AL-QUR’AN GUNUNGPANDAK MALANG: The Implementation of the Sidogiri Qur'an Method to Improve the Quality of Qur'an Instruction at the Qur'an Education Center Gunung Pandak Malang Syahri Romadhon; Badriyah
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 2 (2026): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/zng4t439

Abstract

This study is motivated by the importance of implementing systematic Qur’an learning methods that align with the capabilities of students at Qur’an Education Centers (TPQ). It aims to describe the implementation of the Sidogiri Qur’ani Method in enhancing the quality of Qur’an instruction at Qur'an Education Center Gunungpandak Malang. Conducted over approximately three months, the study employed a descriptive qualitative approach, gathering data through observation, interviews, and documentation involving instructors and students. The findings indicate that the Sidogiri Qur’ani Method is implemented in stages progressing from the pre-volume level through volumes 1–5, gharib (unusual pronunciations), and finally to the Qur’an itself under the direct guidance of instructors. The application of this method helps improve the accuracy of Makharijul Huruf (articulation points of letters), understanding of basic Tajwid (recitation rules), reading fluency, and student learning discipline. Theoretically, this study reinforces the understanding that a staged, directed, and student-centered approach to Qur’an instruction can enhance learning quality. Practically, the findings offer valuable insights for Qur'an Education Center administrators and educators regarding the implementation of systematic, engaging Qur’an instruction that meets students' needs. Penelitian ini dilatarbelakangi pentingnya penerapan metode pembelajaran Al-Qur’an yang sistematis dan sesuai dengan kemampuan santri di Taman Pendidikan Al-Qur’an (TPQ). Penelitian ini bertujuan mendeskripsikan penerapan Metode Qur’ani Sidogiri dalam meningkatkan kualitas pembelajaran Al-Qur’an di TPQ Gunungpandak Malang. Penelitian ini dilaksanakan selama tiga bulan dengan pendekatan kualitatif deskriptif. Data diperoleh melalui observasi, wawancara, dan dokumentasi terhadap ustadz/ustadzah dan santri. Hasil penelitian menunjukkan bahwa Metode Qur’ani Sidogiri diterapkan secara bertahap melalui tingkatan pra-jilid, jilid 1–5, gharib, hingga Al-Qur’an, dengan bimbingan langsung dari ustadz dan ustadzah. Penerapan metode Qur’ani Sidogiri di TPQ membantu meningkatkan ketepatan makharijul huruf, pemahaman tajwid dasar, kelancaran membaca, dan kedisiplinan belajar santri. Secara teoretis, penelitian ini memperkuat pemahaman bahwa pembelajaran Al-Qur’an yang bertahap, terarah, dan berpusat pada kemampuan santri dapat mendukung peningkatan kualitas pembelajaran. Secara praktis, hasil penelitian dapat menjadi bahan pertimbangan bagi pengelola dan pendidik TPQ dalam pembelajaran Al-Qur’an yang sistematis, menyenangkan, dan sesuai dengan kebutuhan santri. Kata Kunci: Kualitas Pembelajaran; Metode Qur’ani Sidogiri; Pembelajaran Al Qur’an; Taman Pendidikan Al-Qur’an.
KEPEMIMPINAN INSTRUKSIONAL DALAM MANAJEMEN MADRASAH: TINJAUAN TENTANG PENGUATAN MUTU PEMBELAJARAN: Instructional Leadership in Madrasah Management: A Review of Strengthening the Quality of Learning Moh. Isomuddin
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 2 (2026): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/1rwqf383

Abstract

Instructional leadership places teaching and learning at the center of madrasah management. This study analyzes the concept of instructional leadership in madrasah management and its contribution to strengthening learning quality. Using a qualitative library research approach, data were drawn from scholarly articles, academic books, and relevant theoretical works and analyzed through qualitative content analysis. The synthesis shows that instructional leadership strengthens learning quality through five interconnected practices: defining and communicating learning goals, managing instructional programs, supervising and monitoring teaching, developing teacher professionalism, and creating a supportive learning climate. In Islamic education, these practices require contextualization through values such as amanah, exemplary conduct, responsibility, consultation, and public benefit. The study concludes that instructional leadership can function as a conceptual framework for madrasah management by aligning managerial functions, teacher development, learning processes, and institutional values toward continuous improvement in learning quality. Kepemimpinan instruksional menempatkan pembelajaran sebagai pusat manajemen madrasah. Penelitian ini menganalisis konsep kepemimpinan instruksional dalam manajemen madrasah dan kontribusinya terhadap penguatan mutu pembelajaran. Penelitian menggunakan pendekatan kualitatif melalui studi pustaka, dengan data berasal dari artikel ilmiah, buku akademik, dan karya teoretis yang relevan. Data dianalisis menggunakan analisis isi kualitatif melalui reduksi, kategorisasi, interpretasi, dan sintesis. Hasil kajian menunjukkan bahwa kepemimpinan instruksional memperkuat mutu pembelajaran melalui lima praktik yang saling terkait, yaitu penetapan dan komunikasi tujuan pembelajaran, pengelolaan program instruksional, supervisi dan monitoring pembelajaran, pengembangan profesionalisme guru, serta penciptaan iklim pembelajaran yang kondusif. Dalam pendidikan Islam, praktik tersebut dikontekstualisasikan melalui nilai amanah, keteladanan, tanggung jawab, musyawarah, dan kemaslahatan. Kepemimpinan instruksional menjadi kerangka konseptual manajemen madrasah yang menyelaraskan fungsi manajerial, pengembangan guru, proses pembelajaran, dan nilai-nilai pendidikan Islam. Kata Kunci: Kepemimpinan Instruksional; Manajemen Madrasah; Mutu Pembelajaran; Pendidikan Islam; Pengembangan Guru
SCHOOL CULTURE AS A FIELD OF RELIGIOUS HABITUS FORMATION IN ISLAMIC PRIMARY SCHOOLS: A BOURDIEUSIAN CRITICAL REVIEW: Budaya Sekolah sebagai Arena Pembentukan Habitus Religius di Sekolah Dasar Islam: Tinjauan Kritis Bourdieusian Umi Salamah
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 2 (2026): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/xg98ks88

Abstract

Penelitian tentang pendidikan karakter religius di sekolah dasar Islam di Indonesia sebagian besar mendokumentasikan program dan kegiatan pembiasaan, sedangkan mekanisme kultural yang membuat praktik berulang menjadi disposisi yang menetap masih kurang diteorikan. Artikel ini mengembangkan penjelasan konseptual atas mekanisme tersebut dengan mengintegrasikan kerangka field–habitus–capital Pierre Bourdieu, teori pendidikan karakter, dan konsep klasik pembentukan akhlak dalam tradisi Islam (ta’dib, riyadhah, uswah hasanah). Kajian menggunakan critical integrative literature review terhadap 21 artikel peer-reviewed terbitan 2021–2026, dilengkapi karya teoretis fondasional. Artikel-artikel tersebut dikode secara tematik ke dalam delapan kategori dan ditafsirkan melalui empat dimensi analitis: budaya sekolah sebagai arena, pembiasaan sebagai praktik, modal para aktor, serta pengakuan simbolik. Sintesis menunjukkan bahwa karakter religius lebih mungkin terbentuk ketika nilai Islam terintegrasi secara koheren dalam rutinitas, aturan, relasi, keteladanan guru, kepemimpinan, kemitraan keluarga, dan partisipasi siswa, bukan terbatas pada pembelajaran Pendidikan Agama Islam (PAI). Karena itu, program yang sama dapat menghasilkan dampak berbeda antarsekolah, bergantung pada posisinya dalam arena sekolah, distribusi modal antaraktor, dan apakah pengakuan diberikan pada perilaku etis yang substantif atau sekadar kepatuhan ritual yang tampak. Artikel ini menawarkan kerangka rekursif lima lapis dan enam proposisi yang dapat diuji, serta mengingatkan bahwa budaya religius sekolah dapat memunculkan kekerasan simbolik dan religiusitas performatif apabila koherensi dan agensi siswa diabaikan. Research on religious character education in Indonesian Islamic primary schools has largely documented programs and habituation activities, while the cultural mechanism through which repeated practices become durable dispositions remains under-theorised. This article develops a conceptual explanation of that mechanism by integrating Pierre Bourdieu’s field–habitus–capital framework with character-education theory and classical Islamic concepts of moral formation (ta’dib, riyadah, uswah hasanah). A critical integrative literature review was conducted on 21 peer-reviewed studies published between 2021 and 2026, supplemented by foundational theoretical works. The studies were coded thematically into eight categories and interpreted through four analytical dimensions: school culture as field, habituation as practice, actors’ capital, and symbolic recognition. The synthesis shows that religious character is more plausibly formed when Islamic values are embedded coherently in routines, rules, relationships, teacher exemplarity, leadership, family partnership, and student participation rather than confined to Islamic Religious Education (PAI) lessons. The same program can therefore yield different outcomes across schools, depending on its position within the school field, the distribution of capital among actors, and whether recognition rewards substantive ethical conduct or merely visible ritual compliance. The article proposes a five-layer recursive framework and six testable propositions, and cautions that school religious culture may generate symbolic violence and performative religiosity when coherence and student agency are absent. The framework provides a basis for empirical research and for designing whole-school religious character education in Islamic primary schools. Keywords: Bourdieu; Character Education; Islamic Primary School; Religious Habitus; School Culture
SELF-REGULATED LEARNING (SRL) PADA MAHASISWA DALAM PEMBELAJARAN DIGITAL: SINTESIS STRATEGI, FAKTOR PSIKOLOGIS, DAN TANTANGAN BELAJAR: Self-Regulated Learning (SRL) among College Students in Digital Learning: A Synthesis of Strategies, Psychological Factors, and Learning Challenges Achmad Kholif Rosyidi; Riskia Putra; Denny Prabu Syahputra
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 2 (2026): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/ta3xyp61

Abstract

Digital learning provides university students with greater flexibility and autonomy, but also increases the demands of regulating learning independently. This study analyzes and synthesizes literature on Self-Regulated Learning (SRL) among university students in digital learning, focusing on SRL strategies, psychological factors, and challenges in digital environments. A qualitative approach was employed through a qualitative literature review using purposive literature selection and qualitative content analysis. The literature included empirical studies and reviews of online learning, blended learning, distance education, learning management systems, and technology-mediated learning. The synthesis shows that planning, time management, monitoring, effort regulation, and reflection recur across studies, although their contributions to learning outcomes are not uniform. Self-efficacy, motivation, metacognition, and emotion regulation function as resources, while LMS design, feedback, digital literacy, institutional support, and technological characteristics shape regulatory challenges. Digital autonomy can serve as a resource or an additional regulatory demand depending on student capacity and environmental support. Pembelajaran digital memberikan fleksibilitas dan otonomi yang lebih besar kepada mahasiswa, tetapi juga meningkatkan tuntutan untuk mengatur proses belajar secara mandiri. Penelitian ini bertujuan menganalisis dan mensintesis literatur tentang Self-Regulated Learning (SRL) pada mahasiswa dalam pembelajaran digital dengan fokus pada strategi SRL, faktor psikologis, dan tantangan lingkungan digital. Penelitian menggunakan pendekatan kualitatif melalui qualitative literature review dengan pemilihan literatur secara purposif dan qualitative content analysis. Literatur mencakup penelitian empiris dan kajian ilmiah mengenai pembelajaran daring, blended learning, pendidikan jarak jauh, learning management system, dan pembelajaran berbasis teknologi. Hasil sintesis menunjukkan bahwa perencanaan, manajemen waktu, monitoring, regulasi usaha, dan refleksi merupakan strategi yang berulang, tetapi kontribusinya terhadap hasil belajar tidak seragam. Self-efficacy, motivasi, metakognisi, dan regulasi emosi menjadi sumber daya penting, sedangkan desain LMS, feedback, literasi digital, dukungan institusional, dan karakteristik teknologi membentuk tantangan regulasi. Otonomi digital dapat menjadi sumber daya atau tuntutan tambahan bergantung pada kapasitas mahasiswa dan dukungan lingkungan. Kata Kunci: Mahasiswa; Pembelajaran Digital; Psikologi Pendidikan; Regulasi Diri; Self-Regulated Learning
IMPLEMENTASI MODEL PEMBELAJARAN FLIPPED CLASSROOM DALAM MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V PADA PEMBELAJARAN AKIDAH AKHLAK DI MADRASAH IBTIDAIYAH AT-TAQWA SURABAYA: Implementation of the Flipped Classroom Learning Model in Developing Critical Thinking Skills of Fifth-Grade Students in Akidah Akhlak Learning at Madrasah Ibtidaiyah At-Taqwa Surabaya Muhammad Toha Sobirin
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 2 (2026): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/85qwx671

Abstract

This study aims to analyze the implementation of the Flipped Classroom learning model in developing the critical thinking skills of fifth-grade students in Akidah Akhlak learning at Madrasah Ibtidaiyah (MI) At-Taqwa Surabaya. This study employed a qualitative approach with a descriptive design. The research subjects consisted of an Akidah Akhlak teacher and fifth-grade students who were directly involved in the implementation of the Flipped Classroom. The participants were selected using purposive sampling based on their direct involvement in the learning process. The findings indicate that the implementation of the Flipped Classroom provides greater opportunities for developing students' critical thinking skills through independent learning before class and face-to-face activities involving discussion, contextual problems, reasoning, exchange of ideas, evaluation of thinking, and drawing conclusions. The teacher plays an important role as a facilitator through guiding questions and scaffolding. The study concludes that the Flipped Classroom can support the development of students' critical thinking skills when pre-class and in-class learning activities are designed in an integrated manner. Penelitian ini bertujuan menganalisis implementasi model pembelajaran Flipped Classroom dalam mengembangkan kemampuan berpikir kritis siswa kelas V pada pembelajaran Akidah Akhlak di Madrasah Ibtidaiyah (MI) At-Taqwa Surabaya. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif. Subjek penelitian terdiri atas guru Akidah Akhlak dan siswa kelas V MI At-Taqwa Surabaya yang terlibat dalam penerapan Flipped Classroom. Pemilihan subjek dilakukan secara purposive sampling berdasarkan keterlibatan langsung dalam proses pembelajaran. Analisis data dilakukan secara tematik melalui tahapan pengorganisasian data, identifikasi tema, interpretasi temuan, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan Flipped Classroom memberikan ruang yang lebih optimal bagi pengembangan kemampuan berpikir kritis melalui pembelajaran mandiri sebelum kelas dan aktivitas tatap muka yang berorientasi pada diskusi, permasalahan kontekstual, pemberian alasan, pertukaran pendapat, evaluasi pemikiran, dan penarikan kesimpulan. Guru berperan sebagai fasilitator melalui pertanyaan pemantik dan scaffolding. Penelitian menyimpulkan bahwa Flipped Classroom dapat mendukung pengembangan berpikir kritis apabila pembelajaran sebelum dan selama kelas dirancang secara terpadu. Kata Kunci: Akidah Akhlak; Berpikir Kritis; Flipped Classroom; Kemampuan Siswa; Madrasah Ibtidaiyah

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