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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 1,496 Documents
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Peran Islamic Worldview dalam Membentuk Identitas dan Kepribadian Muslim Kontemporer Khidir Mansyur; 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.v6i4.10944

Abstract

The development of globalization, digitalization, and secularization presents complex challenges to the formation of contemporary Muslim identity and personality, particularly through shifts in value orientation, crises of meaning, moral relativism, and the penetration of global culture. This study aims to analyze the role of the Islamic worldview in shaping contemporary Muslim identity and personality based on the perspectives of Islamic philosophy and education. This study used a qualitative approach with a library research method. Data were collected through a critical review of the Qur’an, hadith, classical literature, and reputable scientific publications discussing the Islamic worldview, Muslim identity, Islamic education, and the development of modern society. The data were analyzed using content analysis techniques with a descriptive-analytical approach and conceptual synthesis. The results show that the Islamic worldview functions as an epistemological, ontological, and axiological paradigm that shapes Muslims’ ways of thinking, belief systems, moral orientation, and social behavior. The integration of the values of tawhid, trustworthiness, justice, ihsan, and responsibility forms a strong Islamic identity, a personality that is adaptive to change, and the ability to filter the influence of global culture without losing the principles of sharia. The conclusion of this study emphasizes that strengthening the Islamic worldview has a strategic role in building Muslim character that is characterized by integrity, moderation, productivity, and competitiveness in the contemporary era. The implications of this study provide a conceptual foundation for the development of Islamic education curricula, character formation, and the formulation of educational policies oriented toward strengthening Islamic identity amid global dynamics.
Implementasi Metode UMMI dalam Pembelajaran Al-Qur’an untuk Meningkatkan Kualitas Bacaan Siswa Hartadi, Hartadi; Subando, Joko
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.v6i4.11041

Abstract

Although the Ummi Method has been widely implemented in Qur’an learning, studies that specifically analyze its planning, implementation, evaluation, supporting factors, and obstacles in improving students’ reading quality still need to be strengthened. This study aims to analyze the implementation of the Ummi Method in Qur’an learning to improve students’ reading quality, particularly in the aspects of makhraj al-huruf accuracy, mastery of tajwid rules, reading fluency, recitation rhythm, and self-confidence. This study used a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with school leaders, Qur’an teachers, and students, as well as documentation study. Data analysis was conducted through data reduction, data display, conclusion drawing, and source triangulation. The results showed that the Ummi Method contributed to improving the accuracy of makhraj al-huruf, the application of tajwid, reading fluency, recitation rhythm, and students’ self-confidence in reading the Qur’an. The effectiveness of this method was supported by structured learning stages, teacher certification, standardized teaching materials, periodic evaluation, individual and classical learning strategies, and parental involvement. The obstacles identified included differences in students’ initial reading abilities, limited learning time, and variations in teacher competence. The conclusion of this study affirms that the Ummi Method is an effective pedagogical approach for improving the quality of Qur’an reading through systematic, gradual, and evaluation-oriented learning. The implications of this study include the importance of strengthening teachers’ professional development, providing adequate learning resources, and developing a continuous assessment system to support the sustainable improvement of Qur’an literacy.
Pendidikan Anak dalam Perspektif Psikologi Pendidikan Islam Hartadi Hartadi; 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.v6i4.11042

Abstract

Although child education has been widely studied from the perspectives of education and developmental psychology, learning orientations that emphasize academic achievement more than spiritual, moral, emotional, and social development remain a fundamental problem. This study aims to analyze the concept of child education from the perspective of Islamic educational psychology, identify the principles of child development, and explain its implications for educational practices in families and educational institutions. This study used a library research method with a qualitative approach. Data were obtained through the review of books, scientific articles, classical Islamic works, and academic documents relevant to educational psychology, child development, and Islamic education. Data analysis was conducted through data reduction, theme categorization, conceptual interpretation, and conclusion drawing. The results showed that child education from the perspective of Islamic educational psychology is based on the concepts of fitrah, tawhid, adab, role modeling, habituation, affection, and the integrated development of intellectual, emotional, social, and spiritual potential. The family functions as the primary educational environment, while schools play a role in strengthening the internalization of values through learning, teacher role modeling, and a religious educational culture. The conclusion of this study affirms that Islamic educational psychology offers a holistic framework for child education oriented toward shaping individuals who are faithful, knowledgeable, morally upright, independent, and responsible. The implications of this study include the importance of integrating Islamic values, developmental psychology, and humanistic learning strategies in curriculum development, strengthening teacher competence, and developing family parenting patterns.
Implementasi Kurikulum Merdeka Belajar Pendekatan Deplearning Hartadi Hartadi; Taufiqurrohman Taufiqurrohman
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.v6i4.11043

Abstract

Although the Merdeka Belajar Curriculum has been directed toward promoting independence, meaningful engagement, and contextual learning experiences, its implementation still requires a learning approach that can strengthen conceptual understanding, critical thinking, collaboration, creativity, and the application of knowledge in authentic contexts. This study aims to analyze the implementation of the Merdeka Belajar Curriculum through a deep learning approach, identify supporting and inhibiting factors, and examine its implications for improving learning quality. This study used a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews with the principal, teachers, and students, as well as documentation analysis of teaching modules, learning activities, and assessment instruments. The data were analyzed through data reduction, data display, and conclusion drawing using an interactive analysis model. The results showed that the deep learning approach supported the implementation of the Merdeka Belajar Curriculum through student-centered learning, inquiry-based activities, collaborative problem solving, differentiated learning, and authentic assessment. Teachers play an important role in designing learning experiences that connect academic material with real-life situations and students’ needs. The main challenges in implementing this approach include differences in teachers’ pedagogical competence, limited learning resources, limited time, and uneven student readiness. The conclusion of this study affirms that the deep learning approach strengthens the orientation of the Merdeka Belajar Curriculum toward holistic student development, particularly in cognitive, social, emotional, and character dimensions. The implications of this study include the importance of continuous teacher professional development, institutional support, the provision of adaptive learning resources, and an evaluation system capable of measuring higher-order thinking skills and meaningful learning outcomes.
Anak Berkebutuhan Khusus dalam Perspektif Psikologi Pendidikan Islam Halmianto Halmianto; 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.v6i4.11080

Abstract

Although the issue of children with special needs (ABK) has received attention in various studies of psychology and education, discussions that specifically examine the understanding and support of ABK from the perspective of Islamic educational psychology with a holistic-spiritual approach remain limited. This study aims to analyze the concept of Islamic educational psychology in understanding the characteristics, needs, and appropriate support strategies for ABK, as well as to integrate them with the principles of Islamic values. This study used a qualitative approach with a library research design. Data were obtained from various primary and secondary literature, such as books of Qur’anic exegesis, hadith, books on Islamic psychology, accredited national and international journals, and other relevant academic sources, selected through purposive sampling based on topic relevance, source credibility, and publication period. Data were collected through documentation and analyzed using content analysis with the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The results showed that Islamic educational psychology views ABK as individuals who possess fitrah, or innate potential, that needs to be developed, rather than as weak or helpless persons. This approach emphasizes five main principles, namely tawhid, compassion (rahmah), patience, justice in treatment and access to education, and a holistic approach that integrates physical, spiritual, and intellectual aspects. The recommended support strategies include guidance based on noble character, spiritual strengthening through worship and prayer, and the adaptation of learning methods that are friendly and responsive to children’s special conditions. The conclusion of this study affirms the importance of internalizing spiritual values and a holistic-integrated approach in the education and support of ABK within both families and Islamic educational institutions. The implications of this study include theoretical contributions to the development of literature on Islamic educational psychology and inclusive education, as well as practical implications for Islamic educational institutions, teachers, parents, and policymakers in formulating learning that is more humanistic, religious, adaptive, and oriented toward the needs of ABK.
Pendidikan Pesantren dan Transformasi di Era Digital Sebuah Tinjauan Filosofis dan Pedagogis Saimin Saimin; Siti Mahmudah Noorhayati
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.v6i4.11094

Abstract

Although digital transformation in pesantren education has been discussed in various studies, studies that comprehensively integrate philosophical and pedagogical dimensions remain limited. This study aims to analyze the philosophical foundations, challenges, and direction of pesantren education transformation in the digital era. This study used a qualitative approach with a literature study design. Data were obtained through documentation of books, journal articles, regulations, and relevant scholarly sources on pesantren education, Islamic educational philosophy, digital literacy, and pedagogical transformation. The data were analyzed using content analysis and thematic analysis through the stages of identification, classification, interpretation, and synthesis. The results show that the transformation of pesantren education includes strengthening ontological, epistemological, and axiological foundations; integrating the turats curriculum with technology; changing the roles of kiai and santri; developing digital literacy; and implementing contextual and hybrid learning. This study produces a transformation framework that connects tauhid, adab, an integrative knowledge system, and digital competence. The conclusion of this study affirms that technology needs to be positioned as an educational tool guided by Islamic values, rather than as the primary goal of pesantren transformation. The implications of this study include the importance of strengthening educator competence, digital ethics, data security, and technology-based learning governance so that the transformation of pesantren education remains relevant, adaptive, and rooted in the identity of Islamic scholarship.
Implementasi Nilai-Nilai Karakter Religius melalui Kurikulum Sirah Nabawiyah di Pondok Pesantren Imam Bukhari, Karanganyar Arsyad Shodiq; 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.v6i4.11101

Abstract

Although Sirah Nabawiyah has been widely studied as a medium for character education, research that specifically analyzes the implementation of its curriculum in the pesantren environment remains limited. This study aims to describe the concept and structure of the History of the Prophet (Sirah Nabawiyah) curriculum at Pondok Pesantren Imam Bukhari, Karanganyar, identify the religious character values contained in it, and analyze the implementation of these values in the learning process. This study used a descriptive qualitative approach with a case study design, involving ustaz/teachers and students selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation of the curriculum and reference books, and were then analyzed using the Miles and Huberman interactive model with source and technique triangulation to ensure data validity. The results showed that the Sirah Nabawiyah curriculum in the pesantren integrated five main religious character values, namely honesty (ṣidq), trustworthiness (amanah), patience, responsibility (mas’ūliyyah), and role modeling (uswah ḥasanah), through the delivery of material, habituation, and the role modeling of ustaz, supported by a religious pesantren environment. These findings contribute to the development of Islamic character education by combining Ibn Qayyim al-Jawziyyah’s concepts of habituation and role modeling with Thomas Lickona’s framework of moral knowing, moral feeling, and moral action. The conclusion of this study affirms that role modeling based on the Sirah Nabawiyah curriculum plays an important role in shaping students’ religious character. The implications of this study include theoretical contributions to the development of Islamic character education literature as well as practical implications for pesantren in designing Sirah Nabawiyah learning that is more varied, participatory, and oriented toward the internalization of religious values.
Konsep Pendidikan Bermutu dalam Perspektif Pendidikan Islam Agus Triyono; Meti Fatimah
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.v6i4.11157

Abstract

Quality education is not only oriented toward academic achievement but also encompasses the holistic development of students in intellectual, emotional, social, and spiritual aspects. This study aimed to analyze the concept of quality education from the perspective of Islamic education. The study employed a qualitative approach using library research through the examination of books, scholarly journals, and classical and contemporary Islamic literature. The results showed that the concept of quality education generally emphasizes the integration of inputs, processes, and outputs to produce competent and competitive graduates. From the perspective of Islamic education, quality education has a more comprehensive scope because it integrates divine values derived from the Qur’an and Hadith. Quality education is directed toward developing individuals who are not only knowledgeable but also possess strong faith and noble character through a balance among faith, knowledge, and righteous action. Indicators of educational quality encompass not only academic achievement but also students’ character, discipline, and social responsibility. This study concludes that integrating modern concepts of educational quality with Islamic values establishes an educational framework that balances worldly and afterlife-oriented needs. These findings contribute to the development of a holistic educational concept relevant to forming a generation that is intelligent, faithful, morally upright, and capable of addressing educational challenges in the modern era.
Strategi MI PK Al Islam Pucangsawit dalam Memetakan Kemampuan Awal Peserta Didik melalui Asesmen Diagnostik pada PPDB Agus Triyono; Achmad Rasyid Ridha
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.v6i4.11158

Abstract

Mapping students’ initial abilities during the New Student Admissions (PPDB) process is necessary to support instructional planning that meets individual needs, but its implementation through diagnostic assessment at the Islamic elementary school level remains underexplored. This study aimed to describe the strategy employed by MI PK Al Islam Pucangsawit to map students’ initial abilities through diagnostic assessment during the PPDB process. The study employed a descriptive qualitative approach with a field research design. Data were collected through observations, interviews, and documentation involving the head of the madrasah, teachers, the PPDB committee, and students’ parents as research participants. The results showed that the diagnostic assessment was implemented systematically and covered academic abilities in reading, writing, and arithmetic; religious abilities in reading Iqro’ and recognizing Arabic letters; and students’ learning and social readiness. The assessment was conducted individually using a child-friendly approach, thereby providing a more accurate description of students’ initial conditions. The assessment results were subsequently used as a basis for class grouping, the development of assistance programs, and differentiated learning planning. This study concludes that diagnostic assessment during the PPDB process is an effective strategy for mapping students’ initial abilities and supporting improvements in the quality of instructional planning and implementation at the madrasah.
Transformasi Pendidikan Islam di Era Digital: Antara Inovasi Teknologi dan Krisis Karakter Ariyanto Ariyanto; Sukari Sukari
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.v6i4.11172

Abstract

The transformation of Islamic education in the digital era is a consequence of advances in information technology that have changed learning systems, patterns of knowledge transmission, and students’ learning culture. Although technological innovation expands access to learning resources and improves learning effectiveness, the development of virtual spaces and algorithmic culture also presents challenges in the form of an instant culture of acquiring knowledge, declining ethical conduct in seeking knowledge, weak critical thinking skills in evaluating religious information, and a shift in scholarly authority from teachers to social media and digital algorithms. This study aimed to analyze the transformation of Islamic education in the digital era, examine the impact of technological innovation on learning, and identify the implications of algorithmic culture for students’ character development. The study employed a descriptive qualitative approach using library research through the analysis of various relevant sources. The results of the review showed that the transformation of Islamic education is characterized by changes in learning systems, patterns of knowledge transmission, and students’ learning culture. Technological innovation provides opportunities to improve the quality of Islamic education learning, but algorithmic culture also encourages the formation of instant, partial religious understanding with minimal verification. A character crisis has emerged because the internalization of Islamic values in the use of digital technology has not yet occurred optimally. This study concludes that strengthening Islamic digital literacy, developing innovative learning based on Islamic values, and implementing character education that emphasizes morality and ethical conduct are the main strategies for realizing a transformation of Islamic education that is adaptive to technological developments without losing its Islamic identity and values.

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