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Tsaqofah: Jurnal Penelitian Guru Indonesia
Published by Lembaga Yasin Alsys
ISSN : 28100395     EISSN : 28100042     DOI : -
Core Subject : Education,
Education
Tsaqofah: Jurnal Penelitian Guru Indonesia is an interdisciplinary publication of original research and writing on education, social, and culture. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with education, social, and culture topics are particularly welcome to be submitted. The journal encompasses research articles, original research report, and scientific reviews in education, social, and culture
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,500 Documents
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Pendidikan Anak dalam Perspektif Psikologi Pendidikan Islam Hidayati Rina Setyawati; Siti Rohimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10892

Abstract

Although children’s education has been widely examined from the perspective of Islamic education, discussions that specifically integrate the principles of Islamic educational psychology with the development of children’s cognitive, affective, social, and spiritual aspects still need to be strengthened. This study aims to analyze the concept of children’s education from the perspective of Islamic educational psychology, examine the application of its principles in the process of children’s education, and explain its contribution to optimizing children’s holistic development. This study used a qualitative approach with a library research method. Data were obtained from various relevant literature sources, such as books, journal articles, research findings, and scientific documents discussing children’s education and Islamic educational psychology. Data were collected through documentation and analyzed using content analysis techniques to identify, interpret, and synthesize various concepts found in the literature. The results of the study show that children’s education from the perspective of Islamic educational psychology is a process of developing all children’s potential in a balanced manner, encompassing intellectual, emotional, social, and spiritual aspects. Principles such as fitrah, role modeling, habituation, compassion, motivation, and supervision play an important role in shaping children’s holistic personality. In addition, Islamic educational psychology contributes to improving critical thinking skills, shaping character and emotional intelligence, developing social skills, and strengthening children’s faith and spiritual awareness. These findings confirm that the integration of psychological dimensions and Islamic values makes children’s education more holistic and oriented toward the formation of morally noble individuals. The implications of this study provide references for families and educational institutions in implementing learning strategies and parenting patterns based on Islamic values to support children’s optimal development.
Peran Guru PAI sebagai Arsitek Budaya Religius di SMK Muhammadiyah 03 Nogosari Boyolali Hidayati Rina Setyawati; Joko Subando
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10893

Abstract

Although the strengthening of religious culture in schools has been widely examined in Islamic education, discussions that specifically position Islamic Religious Education (PAI) teachers as architects of religious culture through the perspective of social construction still need to be strengthened. This study aims to analyze the role of PAI teachers as architects of religious culture and to explain the process of constructing religious culture through the stages of externalization, objectivation, and internalization at SMK Muhammadiyah 03 Nogosari Boyolali in the 2026/2027 Academic Year. This study used a qualitative approach with a library research method. Data sources were obtained from books, scientific journal articles, research findings, educational policy documents, and relevant literature on Islamic education, religious culture, and the social construction theory of Peter L. Berger and Thomas Luckmann. Data were collected through documentation and analyzed using content analysis techniques to identify, interpret, and synthesize concepts related to the research focus. The results of the study show that PAI teachers have a strategic role as role models, motivators, facilitators, guides, and social architects in building religious culture in schools. The process of constructing religious culture takes place through three stages, namely externalization through the inculcation of Islamic values in learning, role modeling, and religious habituation; objectivation through the institutionalization of religious values in school rules, programs, and traditions; and internalization through students’ appreciation of religious values until they shape their daily character and behavior. These findings confirm that the success of developing religious culture requires synergy among PAI teachers, school principals, students, parents, and the entire school community. The implications of this study provide theoretical contributions to the development of Islamic education studies and the social construction of school culture, as well as practical implications for educational institutions in strengthening the role of PAI teachers as the main drivers of an Islamic, humanistic, and sustainable educational environment.
An Analysis of Word Stress in The Devil Wears Prada Movie Ratu Zahra
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10899

Abstract

Although word stress has received considerable attention in pronunciation and phonological studies, research specifically examining word stress patterns in authentic workplace communication represented through movies remains limited. This study aims to analyze the use and communicative functions of word stress in The Devil Wears Prada. A qualitative approach with a descriptive research design was employed. The data consisted of selected words containing identifiable primary stress patterns found in the movie script and audio dialogues. Data were collected through observation and note-taking by repeatedly watching the movie, examining the script, and identifying words with prominent stress patterns. The data were analyzed using qualitative content analysis by classifying stress placement, identifying word classes, and interpreting the communicative functions of stress in the dialogues. The findings show that word stress appears in nouns, adjectives, and occupational terms, including “fashion,” “assistant,” “designer,” “important,” and “magazine.” The analysis indicates that accurate stress placement helps speakers emphasize key information, clarify meaning, express communicative intentions, and improve speech intelligibility in workplace interactions. This study concludes that word stress functions as an important suprasegmental feature in authentic spoken discourse. The findings contribute to phonological studies by demonstrating how stress patterns operate in movie-based workplace communication and provide practical implications for English pronunciation learning by supporting the use of movies as authentic materials to improve students’ awareness of word stress and other suprasegmental features.
Peran Islamic Worldview dalam Penguatan Identitas Keislaman di Era Modern Irsyad Mahardi Hanardika; Sumiran Sumiran
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10902

Abstract

The modern era, marked by globalization, the development of digital technology, and the intensity of cultural exchange, has influenced the construction of Islamic identity among Muslim communities, particularly through the emergence of value relativism, identity crises, and the weakening internalization of Islamic values among some Muslim generations. This study aims to analyze the strategic role of the Islamic worldview in strengthening Islamic identity in the modern era. This study employed a qualitative approach using the library research method. Data were obtained from scholarly literature, international journal articles, academic books, and relevant documents discussing the concepts of the Islamic worldview and Islamic identity. The data were analyzed using content analysis techniques and critical interpretation of various scholarly sources. The findings show that the Islamic worldview functions as a conceptual foundation in shaping Muslims’ perspectives on God, human beings, knowledge, morality, and social life. Strengthening Islamic identity can be realized through the integration of tawhid values in education, the enhancement of digital-based Islamic literacy, the revitalization of Islamic intellectual culture, character development based on morality, and the development of critical awareness of the influence of global culture. The conclusion of this study affirms that the Islamic worldview has a strategic role in building an Islamic identity that is strong, adaptive, and relevant to the dynamics of modern society. The implications of this study provide a theoretical contribution to the development of Islamic educational thought and serve as a practical reference for educational institutions, families, and society in strengthening the Islamic identity of Muslim generations in the contemporary era.
Implikasi Ontologi Filsafat Pendidikan Islam terhadap Pemahaman Hakikat Manusia dalam Kurikulum SMP Muhammadiyah 8 Surakarta Irsyad Mahardi Hanardika; Mujiburrohman Mujiburrohman
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10903

Abstract

An understanding of the nature of human beings is a fundamental aspect of Islamic educational philosophy because it determines the direction, objectives, and orientation of the educational curriculum. This study aims to explore the implications of the ontology of Islamic educational philosophy for understanding the nature of human beings in the curriculum of SMP Muhammadiyah 8 Surakarta, particularly in character formation and the development of students’ potential. This study employed a qualitative descriptive approach with a field study design. Data were collected through interviews, observation, and documentation, and were then analyzed descriptively and interpretatively to identify the ontological values underlying the curriculum and educational practices at the school. The findings show that the understanding of human beings as spiritual, social, and potential beings is reflected in the curriculum structure, learning strategies, and character development approaches at SMP Muhammadiyah 8 Surakarta. These findings affirm that the school curriculum contains an ontological foundation that views students as subjects of education who are directed to develop toward insan kamil. The conclusion of this study indicates that the ontology of Islamic educational philosophy plays an important role in developing a curriculum that is integral, humanistic, and oriented toward the holistic development of human potential. The implications of this study provide a theoretical contribution to the development of Islamic educational philosophy and a practical reference for Islamic educational institutions in designing a basic education curriculum that is more aligned with the concept of human nature in Islam.
Rekonstruksi Pemikiran Pendidikan Islam Tokoh Klasik dan Modern sebagai Landasan Pengembangan Pendidikan Islam di Indonesia Irsyad Mahardi Harnandika; Ida Wahyu Erlina; Hidayat Hidayat; Mulyanto Abdullah Khoir
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10904

Abstract

The development of Islamic education in Indonesia faces the challenges of social change, technological advancement, globalization, and the need to strengthen Islamic identity that is relevant to the contemporary context. This condition indicates the need to reconstruct Islamic educational thought rooted in the intellectual heritage of classical and modern figures as a basis for developing an adaptive and sustainable Islamic education system. This study aims to analyze, compare, and reconstruct the Islamic educational thought of classical and modern figures to formulate a conceptual framework for the development of Islamic education in Indonesia. This study employed a qualitative approach with a literature study or library research method. Data were obtained from primary literature in the form of works by classical and modern Islamic education figures as well as relevant secondary literature. The data were analyzed using content analysis, comparative analysis, and conceptual synthesis techniques. The results show that the thought of classical figures emphasizes the integration of knowledge, character formation, spiritual development, and a harmonious relationship between knowledge and practice. Meanwhile, the thought of modern figures emphasizes curriculum reform, the strengthening of critical thinking, the integration of religious knowledge and modern science, learning innovation, and responses to social change. The reconstruction of these two paradigms produces an integrative, transformative, humanistic, and contextual model of Islamic education as a foundation for the development of Islamic education in Indonesia. The conclusion of this study emphasizes the importance of integrating classical and modern values in building a paradigm of Islamic education that is responsive to the challenges of the 21st century. The implications of the study include theoretical contributions to strengthening the paradigm of Islamic education and practical implications for curriculum development, improving educator competence, learning innovation, and formulating adaptive and sustainable Islamic education policies.
Implementasi Nilai-Nilai Aksiologi Filsafat Pendidikan Islam dalam Pembentukan Akhlak Peserta Didik di SMP IT At-Taqwa Grabag Magelang Ahmad Saad Nurifai; Mujiburrohman Mujiburrohman
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10905

Abstract

The implementation of axiological values in Islamic educational philosophy has an important role in shaping students’ morals amid the challenges of social, cultural, and technological developments that influence the behavior of the younger generation. This study aims to analyze the implementation of axiological values in Islamic educational philosophy in shaping students’ morals at SMP IT At-Taqwa Grabag Magelang, identify the strategies used by the school, and examine their implications for strengthening students’ character. This study employed a qualitative approach with a case study design. Data were obtained through in-depth interviews, participatory observation, and documentation involving the principal, Islamic Religious Education teachers, homeroom teachers, and students. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was tested using source and technique triangulation. The results show that the implementation of axiological values in Islamic educational philosophy was carried out through the integration of Islamic values into learning, habituation of worship, teacher role modeling, strengthening of the school’s religious culture, and character development activities. The values developed include honesty, responsibility, discipline, social care, and religiosity. This implementation contributed to the formation of students’ morals as reflected in their daily behavior, both within and outside the school environment. The conclusion of this study emphasizes that the axiological values of Islamic educational philosophy have a strategic role in building students’ character and morals holistically. The implications of the study include theoretical contributions to the development of Islamic educational philosophy studies and practical implications for schools in strengthening an Islamic value-based religious culture as a foundation for sustainable character education.
Analisis Aksiologi Filsafat Pendidikan Islam dalam Penguatan Pendidikan Karakter Peserta Didik di SMP IT At-Taqwa Grabag Magelang M. Nur Saefullah; Mujiburrohman Mujiburrohman
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10906

Abstract

Strengthening character education has become an urgent need amid the moral and social challenges faced by students in the modern era. In this context, Islamic educational philosophy, particularly from an axiological perspective, provides a value foundation oriented toward the formation of noble morals, responsibility, discipline, honesty, and social care. This study aims to analyze the implementation of axiological values in Islamic educational philosophy in strengthening students’ character education at SMP IT At-Taqwa Grabag Magelang. This study employed a qualitative approach with a case study design. Data were obtained through in-depth interviews, participatory observation, and documentation studies involving the principal, teachers, and students. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was tested using source and technique triangulation. The results show that the axiological values of Islamic educational philosophy were implemented through the integration of character values into learning, habituation of worship, teacher role modeling, strengthening of Islamic school culture, and extracurricular activities based on character development. This implementation contributed to the formation of religious, disciplined, honest, responsible, and socially caring character. The conclusion of this study emphasizes that the axiology of Islamic educational philosophy has a strategic role in strengthening students’ character education through the internalization of Islamic values integrated into all educational activities. The implications of the study include theoretical contributions to the development of Islamic educational philosophy studies and practical implications for schools in formulating policies and learning models oriented toward strengthening character based on the philosophical values of Islamic education.
Paradigma Epistemologi Filsafat Pendidikan Islam sebagai Landasan Pembelajaran di SMP IT At-Taqwa Grabag Magelang Khidir Mansyur; Mujiburrohman Mujiburrohman
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10907

Abstract

The epistemological paradigm in Islamic educational philosophy has a fundamental role in building a conceptual foundation for learning that integrates revelation, reason, and empirical experience as sources of knowledge. The challenges of contemporary education require a learning model that is oriented not only toward mastery of knowledge but also toward the formation of students’ character and spiritual values. This study aims to analyze the epistemological paradigm of Islamic educational philosophy as a foundation for learning at SMP IT At-Taqwa Grabag Magelang. This study employed a qualitative approach with a case study design. Data were obtained through in-depth interviews, participatory observation, and documentation studies. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was strengthened through source and technique triangulation. The results show that the epistemological paradigm of Islamic education at SMP IT At-Taqwa Grabag Magelang was built through the integration of revelation, reason, and experience as sources of knowledge. The implementation of this paradigm is reflected in lesson planning, the implementation of the teaching and learning process, the habituation of Islamic values, and evaluation that emphasizes the balance of cognitive, affective, and psychomotor aspects. This paradigm contributes to strengthening students’ religious character, critical thinking skills, and moral awareness. The conclusion of this study emphasizes that the epistemology of Islamic educational philosophy serves as an important foundation for building a holistic learning system oriented toward the integral development of human potential. The implications of the study include theoretical contributions to the development of Islamic educational philosophy studies and practical implications for Islamic educational institutions in designing learning based on values, knowledge, and character.
Pendidikan Jiwa dalam Perspektif Syaikh Ibn Qayyim al-Jauziyyah Achmad Tamyiz; Siti Rokhimah
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.10909

Abstract

Although education of the soul is an important aspect of Islamic education, studies on the concept of education of the soul according to Ibn Qayyim al-Jauziyyah and its relevance to the development of Muslim character in the modern era still need to be strengthened. This study aims to examine the concept of education of the soul according to Ibn Qayyim al-Jauziyyah and explain its relevance to Islamic education. This study used a library research method by analyzing various works of Ibn Qayyim, such as Madarij al-Salikin, Ighatsat al-Lahfan, and Zad al-Ma’ad, as well as other relevant supporting literature. The results of the review show that education of the soul according to Ibn Qayyim focuses on the process of purifying the heart from various spiritual diseases, controlling desires, strengthening faith, and habituating worship and noble character. Ibn Qayyim divides the condition of the human soul into three levels, namely nafs al-ammarah, nafs al-lawwamah, and nafs al-mutma’innah. Education of the soul is carried out through various methods, such as repentance, remembrance of Allah, self-reflection, patience, sincerity, and following the guidance of the Messenger of Allah (peace be upon him). These findings confirm that Ibn Qayyim’s concept of education of the soul has strong relevance to Islamic education because it emphasizes the formation of human beings who are faithful, morally noble, and balanced between spiritual and material needs. The implications of this study contribute to the development of Islamic education based on tazkiyatun nafs as a strategy for character development and the strengthening of Islamic values in facing moral and spiritual crises in the modern era.

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