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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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Isu-Isu Kontemporer Pendidikan Islam: Tantangan Digitalisasi, Penguatan Karakter, dan Transformasi Pembelajaran di Era Society 5.0 Nuruddin; 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.v6i4.11289

Abstract

The development of information and communication technology has brought significant changes to Islamic education and demands innovation to ensure its continued relevance to societal needs in the Society 5.0 era. Although digitalization, the use of artificial intelligence, changes in student characteristics, and the demands of twenty-first-century competencies create opportunities for learning development, these advances may also undermine moral and spiritual values and Islamic character if they are not accompanied by the strengthening of education based on Islamic teachings. This article aims to analyze contemporary issues in Islamic education, particularly the digitalization of learning, the strengthening of Islamic character, and the transformation of learning systems in the Society 5.0 era. The study employed a qualitative approach using a library research method through an analysis of books, national and international journal articles, and relevant educational policy documents. The data were analyzed using content analysis to produce a conceptual synthesis of the challenges and strategies for developing Islamic education. The findings indicate that digitalization has transformed the learning paradigm from teacher-centered to student-centered learning that is more flexible, collaborative, and technology-based. However, this transformation continues to face disparities in digital literacy, educators’ limited technological competence, the misuse of digital media, and the degradation of students’ character due to exposure to uncontrolled information. Therefore, the transformation of Islamic education needs to be directed toward integrating digital technology with Islamic values through character strengthening, the enhancement of teachers’ competencies, the development of adaptive curricula, and the implementation of innovative, humanistic learning oriented toward twenty-first-century competencies. This study concludes that Islamic education in the Society 5.0 era is required not only to adapt to technological developments but also to continue serving as a foundation for developing students’ morals, character, and spirituality. Synergy among technology, Islamic values, and learning innovation constitutes an essential foundation for realizing excellent, adaptive, and globally competitive Islamic education.
Peranan Guru dalam Meningkatkan Prestasi Belajar Siswa Kelas VIII Mata Pelajaran Agama Islam di MTsN 2 Kepulauan Meranti Saimin
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.v6i4.11304

Abstract

The development of digital technology requires the optimization of teachers’ roles in improving students’ academic achievement through the use of digital devices in the learning process. This study aims to describe teachers’ roles in improving the academic achievement of eighth-grade students at MTsN 2 Kepulauan Meranti in the digital era. This study employed a qualitative descriptive method involving 25 eighth-grade students and two teachers as data sources. The data were collected through observation, interviews, and documentation and were subsequently analyzed through the stages of data reduction, data presentation, and conclusion drawing. The findings show that teachers performed seven roles in improving students’ academic achievement, namely as learning resources, facilitators, mentors, demonstrators, learning managers, motivators, and evaluators. These seven roles were implemented effectively during the learning process and supported improvements in students’ academic achievement within the context of digital-based learning. This study concludes that successful improvement in students’ academic achievement in the digital era is influenced by teachers’ ability to perform their roles in an integrated manner, particularly in facilitating learning, providing guidance and motivation, managing learning activities, and evaluating students’ progress. These findings emphasize the importance of strengthening teachers’ competencies in optimizing the use of digital technology to support an effective learning process.
Asesmen Psikologis untuk Kebutuhan Pendidikan Agama Islam (PAI) Saimin; Mufida Cholil
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.v6i4.11306

Abstract

Although assessment in Islamic Religious Education (PAI) plays an important role in comprehensively understanding students’ development, its practice still tends to focus on measuring cognitive learning outcomes, while emotional, social, moral, and spiritual conditions have not received balanced attention. This study aims to analyze the concepts, dimensions, instruments, integration strategies, and ethical challenges of psychological assessment in supporting PAI learning. This study employed a qualitative approach using a literature review method. Data were obtained from books, journal articles, research findings, and scholarly documents discussing educational psychology, Islamic psychology, learning assessment, religiosity, emotional intelligence, and student development. The data were analyzed thematically through the stages of selection, classification, comparison, synthesis, and conclusion drawing. The findings show that psychological assessment in PAI learning needs to be implemented multidimensionally by encompassing cognitive-religious, emotional-spiritual, social-interpersonal, behavioral-moral, and innate disposition and personal potential dimensions. Assessment data can be collected through psychological scales, observation, interviews, portfolios, reflective journals, and sociometry by involving multiple sources of information. Assessment results can be used to design differentiated learning, determine appropriate forms of support, and make professional referrals. Its implementation must consider instrument validity, alignment with Islamic values and culture, data confidentiality, participant consent, the limits of teachers’ competence, and the prevention of religious labeling. This study concludes that multidimensional, ethical, and collaborative psychological assessment can strengthen PAI learning that is more humane, responsive, and oriented toward students’ holistic development.
Supervisi dan Pengembangan Profesional Guru Mutiara Sani; 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.v6i4.11307

Abstract

Changes in the paradigm and authority of educational supervision are important aspects of improving educational quality because they determine the patterns of guidance, oversight, and professional development for teachers. This study aimed to analyse the paradigm and authority of educational supervision and examine the relationship between the two in improving educational quality. This study employed a descriptive qualitative approach using library research through a review of books, scientific journal articles, policy documents, and various sources of literature relevant to educational supervision. The data were analysed through the stages of data reduction, data presentation, and conclusion drawing to obtain a comprehensive understanding of the development of the supervision paradigm and the application of authority in educational practice. The findings showed that the educational supervision paradigm had shifted from an authoritarian inspection approach to collaborative, humanistic, and transformational approaches oriented towards the continuous professional development of teachers. This shift also transformed supervisory authority from a hierarchical, control-based pattern into participatory professional leadership grounded in competence, integrity, and the ability to empower teachers. In the context of modern education, supervision functions not only as an oversight mechanism but also as a strategic instrument for enhancing teacher professionalism, strengthening instructional leadership, building professional learning communities, and supporting educational transformation in the digital era. This study confirms that the effectiveness of supervision is determined by the alignment between a collaborative paradigm and the professional, ethical, and participatory exercise of authority. These findings provide a conceptual contribution to the development of educational supervision and practical implications for supervisors and leaders of educational institutions in integrating professional leadership, collaboration, ethics, and the use of technology into efforts to sustainably improve educational quality.
Relasi Tasawuf dan Pendidikan Karakter dalam Pemikiran Hamka Dodi Remaja
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.v6i4.11362

Abstract

The character crisis in the modern era demands Islamic education that not only develops students’ intellectual intelligence but also strengthens their spiritual, moral, and social maturity. This study aims to analyze the relationship between Sufism and character education in Hamka’s thought and to explain the relevance of Hamka’s modern Sufism as a foundation for character development in Islamic education. This study employed a qualitative approach using a literature review method. Data were obtained from Hamka’s works, particularly Tasawuf Modern, as well as various scholarly sources relevant to Sufism, character education, and Islamic education. The data were analyzed using content analysis through the processes of identifying, interpreting, and synthesizing the principal concepts in Hamka’s thought. The findings show that Sufism in Hamka’s thought constitutes a process of spiritual purification directed toward the formation of noble character. The values of ikhlas, sabar, qana’ah, tawakal, zuhud, syukur, muhasabah, and tawaduk serve as important foundations for character education. The relationship between Sufism and character education is integral, in that Sufism functions as the basis for inner development, whereas character education constitutes the practical manifestation of Sufi values in actual behavior. This study concludes that Hamka’s modern Sufism is relevant as a foundation for integrative, humanistic, and contextual Islamic character education in addressing the moral challenges of modern society. These findings contribute to the development of a spirituality-based concept of character education and strengthen the theoretical foundation for applying Sufi values in Islamic education. Keywords: Modern Sufism; Character Education; Hamka’s Thought; Islamic Education; Noble Character
Tata Kelola dan Kepemimpinan Pendidikan dalam Meningkatkan Mutu Madrasah di Era Transformasi Digital Meti Fatimah; Suyatman; Eko Supono
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.v6i4.11390

Abstract

Madrasah quality is an important indicator of the successful implementation of Islamic education in producing graduates who excel academically, possess strong character, and uphold Islamic values. Improving madrasah quality is determined not only by the availability of facilities and infrastructure but also by effective governance and the visionary leadership of madrasah principals. This study aims to analyze the role of educational governance and leadership in improving madrasah quality. This study employed a qualitative approach using a literature review method. Data were obtained from relevant books, scholarly articles, and regulations and were subsequently analyzed using content analysis. The findings show that madrasah governance based on the principles of transparency, accountability, participation, effectiveness, efficiency, and regulatory compliance can establish a professional educational management system. The transformational, visionary, and collaborative leadership of madrasah principals also contributes to improving teacher performance, strengthening a culture of quality, promoting learning innovation, and increasing public trust in madrasahs. This study concludes that synergy between good governance and effective educational leadership is a strategic factor in realizing excellent madrasahs that are adaptive to change and capable of competing in the era of digital transformation. These findings emphasize the importance of strengthening the principles of good governance and the leadership capacity of madrasah principals as a foundation for the sustainable improvement of Islamic education quality.
Model Pendekatan dan Supervisi Khoirul Imam; Arfan Hamdani; 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.v6i4.11392

Abstract

Islamic educational supervision is a process of professional development that is oriented not only toward improving the quality of learning but also toward developing teachers’ character and spirituality. However, the implementation of supervision that integrates modern approaches with Islamic values still requires conceptual strengthening. This study aims to describe supervisory models and approaches relevant to the context of Islamic education. The study employed a qualitative approach through a literature review of traditional, clinical, developmental, humanistic, collaborative, and Islamic values-based supervision concepts, as well as the ideas of Carl D. Glickman, Carl Rogers, and Morris L. Cogan. The data were analyzed descriptively and conceptually to identify the characteristics, relevance, and integration of each supervisory model and approach. The findings indicate that Glickman’s ideas emphasize the importance of adapting supervisory approaches to teachers’ developmental levels, Rogers prioritizes empathetic relationships, while Cogan offers a systematic clinical supervision framework for improving the quality of learning. From an Islamic perspective, the values of consultation, exemplary conduct, and compassion constitute important foundations for the implementation of supervision. The integration of modern supervisory models and Islamic values produces an approach that is more humanistic, adaptive, collaborative, and oriented toward developing teachers’ professional competence and moral character. This study concludes that Islamic educational supervision functions not only as an evaluation instrument but also as a means of comprehensive and sustainable professional and spiritual development. These findings contribute to the development of an Islamic educational supervision framework that is appropriate to teachers’ needs and the characteristics of Islamic educational institutions.
Pengembangan Evaluasi Pembelajaran Pendidikan Agama Islam Berbasis Kurikulum Merdeka di Madrasah Ibtidaiyah Khoirul Imam; Arfan Hamdani; 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.v6i4.11393

Abstract

The evaluation of Islamic Religious Education (PAI) learning within the Kurikulum Merdeka emphasizes holistic, authentic, and student-centered assessment, but its implementation in Madrasah Ibtidaiyah still faces various challenges. This study aims to describe and analyze the development of PAI learning evaluation based on the Kurikulum Merdeka in Madrasah Ibtidaiyah. This study employed a qualitative approach using a literature review method. The data were analyzed descriptively to identify the forms of evaluation, assessment instruments, scope of competencies, and implementation constraints. The results showed that PAI learning evaluation comprised diagnostic, formative, and summative assessments integrated with authentic assessment. Evaluation instruments were developed in the form of written tests, observations, religious practice assessments, portfolios, and religious projects. The evaluation measured not only cognitive abilities but also affective and psychomotor domains that reflected the internalization of Islamic values. However, its implementation still faced limitations in teacher competence, difficulties in assessing attitudes, and time constraints. This study concludes that the development of evaluation based on the Kurikulum Merdeka has a positive impact on the quality of PAI learning and the formation of students’ religious character. The implications of this study emphasize the importance of improving teacher competence, utilizing technology, and strengthening collaboration with parents to support the implementation of comprehensive and sustainable PAI learning evaluation.
Administrasi Pendidikan Islam Berbasis Nilai Al-Qur'an dan Sunnah dalam Meningkatkan Mutu Pendidikan Nur Yaman; Yadi; 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.v6i4.11426

Abstract

Educational administration is an important factor in determining the quality of educational provision. However, administrative practices in various educational institutions remain largely influenced by modern paradigms oriented toward organizational efficiency, while studies that comprehensively integrate Islamic values remain relatively limited. This study aims to analyze the concept of educational administration from an Islamic perspective based on the Qur’an, the Prophet’s hadith, and the thoughts of Islamic scholars, as well as to examine its implications for the management of Islamic educational institutions in the contemporary era. The study employed a qualitative approach using a literature review method. Data were obtained from the Qur’an, authentic hadith, classical Islamic texts, scholarly books, and reputable journal articles discussing Islamic educational administration. The data were analyzed using content analysis through the stages of reduction, categorization, interpretation, and conclusion drawing. The results indicate that Islamic educational administration is founded on the principles of tawhid, trustworthiness, justice, consultation, professionalism (itqan), accountability, and ihsan. These principles provide the foundation for all functions of educational administration, including planning, organizing, human resource management, directing, coordinating, supervising, financing, and educational evaluation. Educational administration from an Islamic perspective is oriented not only toward organizational effectiveness but is also regarded as a form of worship aimed at realizing the welfare of the Muslim community and producing individuals who possess faith, knowledge, and noble character. This study affirms that the integration of modern administrative theory and Islamic legal values can provide a conceptual foundation for developing the governance of Islamic educational institutions that is effective, professional, accountable, and imbued with the value of worship.
Perancangan Model Supervisi Pendidikan Islam dalam Meningkatkan Mutu Pembelajaran Pendidikan Agama Islam Vian Widiyanto; Rudi Hermawan; 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.v6i4.11441

Abstract

Educational supervision is a strategic instrument for improving the quality of Islamic Religious Education (PAI) instruction. However, its implementation in various educational institutions remains predominantly oriented toward administrative and evaluative aspects and therefore does not yet fully support teachers’ comprehensive professional development. Moreover, existing supervision models generally adopt modern theories without systematically integrating Islamic values as their philosophical and operational foundations. This study aims to design the Integrative Islamic Educational Supervision Model (MSPI), which combines modern educational supervision theory with perspectives from the Qur’an, hadith, and the thoughts of Islamic education figures to improve the quality of PAI instruction. The study employed a qualitative approach using the literature research method through content analysis and conceptual synthesis of literature on educational supervision, Islamic educational management, instructional leadership, and the thoughts of Islamic education figures. The results produced the MSPI, which consists of four main components: normative and philosophical foundations; fundamental supervision values encompassing tawhid, amanah, ihsan, shura, justice, uswah hasanah, ta‘awun, and istiqamah; a supervision process comprising needs analysis, planning, observation, reflection, coaching, mentoring, spiritual development, evaluation, and follow-up; and outputs and impacts oriented toward improving teacher competence, strengthening an Islamic quality culture, and enhancing the quality of PAI instruction. This study concludes that the integration of modern supervision theory and the Islamic education paradigm produces a holistic supervision model, such that supervision functions not only as a mechanism for academic oversight but also as a continuous process of professional, spiritual, moral, and social development. The novelty of this study lies in the formulation of an integrative supervision framework that can serve as a conceptual and operational foundation for developing PAI supervision practices in Islamic educational institutions.

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