cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Irwan Hadi
Contact Email
m.h4di@ymail.com
Phone
-
Journal Mail Official
office@yasin-alsys.org
Editorial Address
Jalan Lingkok Pandan No 208 Kwang Datuk, Desa Selebung Ketangga, Kec. Keruak, kab. Lombok Timur, Prov. Nusa Tenggara Barat, Indonesia
Location
Kab. lombok timur,
Nusa tenggara barat
INDONESIA
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 974 Documents
 87   88   89   90   91 
Peran Guru PAI dalam Pembentukan Karakter Religius Siswa Sholekah, Umma Rohmah; Fatimah, Meti; Subando, Joko
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8500

Abstract

This study aimed to describe the impact of Islamic Religious Education teachers’ roles in shaping students’ religious character. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation, and then analyzed thematically to identify patterns in teacher roles and forms of students’ religious character development. The findings show that Islamic Religious Education teachers play a strategic role as educators, spiritual guides, and moral exemplars, exerting a significant influence on the formation of students’ religious character. This impact is reflected in increased discipline in religious practice, strengthened social morality, enhanced moral awareness and religious understanding, and the development of students’ self-control in facing negative influences, including those originating from digital media. Character formation is carried out through the integration of cognitive, affective, and behavioral aspects, supported by consistent religious habituation in daily life. A conducive religious education environment and family support further reinforce the internalization of Islamic values in students. Therefore, this study affirms that the success of religious character formation is not determined solely by instructional content, but is strongly shaped by teachers’ role modelling and active involvement, continuous religious habituation, and the synergy between schools and parents.
Peran Psikologi dalam Pendidikan Islam Hudallah, Hudallah; Rokhimah, Siti
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8507

Abstract

Islamic education aims to develop learners’ potential in a holistic manner, encompassing cognitive, emotional, social, and spiritual dimensions in accordance with human fitrah, thereby requiring support from psychology to enable educators to understand learners’ characteristics and needs at each stage of development. This study aimed to describe the role of psychology in Islamic education, the psychological approaches that support learning and the formation of Islamic character, the forms of integrating psychology into curricula and teaching methods, as well as the obstacles and solutions in its implementation within Islamic educational settings. The findings indicate that an understanding of developmental psychology enables educators to align instructional methods and moral upbringing with learners’ psychological readiness. Islamic psychological approaches contribute to creating humanistic learning, enhancing learning motivation, and more effectively internalizing the values of tauhid and akhlakul karimah. The integration of psychology into the curriculum and teaching methods of Islamic education supports the realization of holistic, learner-centered learning oriented toward the formation of an Islamic personality. Nevertheless, the application of psychology in Islamic education continues to face various challenges, including teachers’ limited understanding of psychological concepts, insufficient training, and dichotomous views between religious and general sciences. Accordingly, it is necessary to strengthen teachers’ competencies, develop teacher education curricula that are integrated with Islamic psychology, and foster collaboration between psychologists and Islamic education practitioners. This study affirms that Islamic psychological approaches are a crucial element in realizing Islamic education that is effective, humanistic, and oriented toward the comprehensive character formation of learners.
Tantangan Pendidikan Islam di Indonesia Sukari, Sukari; Hartanto, Rudy; Priyanto, Catur
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8508

Abstract

Islamic education plays a crucial role in shaping the character and quality of future generations in Indonesia, yet it currently faces multiple challenges arising from globalization, socio-cultural change, and technological advancement. This article aimed to discuss the challenges confronting Islamic education in Indonesia and the efforts that can be undertaken to address them, using a library research method and a descriptive approach. The review shows that the main challenges include the influence of globalization on students’ values and behaviour, limitations in the quality of human resources among educators, the limited relevance of parts of the curriculum to contemporary needs, the demands of learning digitalization, and ongoing issues surrounding the public image of Islamic education and the urgency of strengthening religious moderation. In response, it is necessary to enhance educator quality through the development of professional and pedagogical competence, to design curricula that are aligned with global dynamics and learners’ needs, to utilize technology wisely and purposefully within the learning process, and to reinforce values of religious moderation so that Islamic education remains relevant, inclusive, and of high quality in addressing the challenges of the times.
Konsep Supervisi Pendidikan Fatimah, Metty; Hartanto, Rudy; Priyanto, Catur
TSAQOFAH Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i1.8509

Abstract

Educational supervision is a process of providing professional assistance to teachers aimed at continuously improving the quality of instruction and education, with an emphasis on guidance, constructive coaching, and the development of teacher competencies through needs analysis and performance reflection, rather than judgmental practices. This article comprehensively discusses the concept of educational supervision, including its nature, objectives, principles, functions, scope, techniques, and models, as well as the roles and qualifications required of a supervisor. Educational supervision is directed toward improving the quality of teaching and learning processes and outcomes, developing teacher professionalism, refining instructional strategies and assessment, and creating a conducive and innovative learning environment. Effective supervision is grounded in principles such as democratic, cooperative, objective, scientific, adaptive, and continuous approaches. The scope of supervision includes lesson planning, implementation, and evaluation, classroom management, the use of media and technology, and the continuous professional development of teachers. Various supervisory techniques, both individual and group-based, along with supervision models such as clinical, academic, administrative, and collaborative supervision, are employed to support the effectiveness of supervisory practice. The outcomes of supervision are expected to enhance teachers’ pedagogical and professional competence, improve the school climate, and provide a strong foundation for planning comprehensive educational quality improvement.
Reliabilitas Alat Ukur, Jenis-Jenis, Cara Pengukuran, dan Faktor-Faktor yang Mempengaruhinya Rasyid, Achmad; Hartanto, Rudy; Priyanto, Catur
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8511

Abstract

Measurement reliability is a crucial aspect of research because it concerns the consistency and trustworthiness of measurement results, whereby a reliable instrument is able to produce stable data when used repeatedly under the same conditions. This paper discusses the concept of measurement reliability, its types, testing methods, and the factors that influence the level of reliability of research instruments. The types of reliability reviewed include response consistency reliability, composite item consistency, external reliability, and internal reliability. The reliability testing methods discussed comprise test–retest, parallel forms, split-half, Cronbach’s alpha, and inter-rater reliability. In addition, this study highlights various factors that affect reliability, such as item clarity, respondent conditions, measurement environment, number of items, time interval between measurements, and assessor quality. A sound understanding of reliability is expected to help researchers design and use instruments that are more accurate, consistent, and scientifically accountable, thereby improving the overall quality of research findings.
Integrasi Ilmu Agama dan Ilmu Umum dalam Perspektif Filsafat Islam: Studi di SMA Islam Nurul Musthofa Mujiburrahman, Mujiburrahman; Rochayah, Anita
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8512

Abstract

Islamic education, in principle, does not recognize a dichotomy between religious knowledge and general knowledge, as both are viewed as a unified body of knowledge originating from Allah SWT. However, in modern educational practice, separation between these two types of knowledge is still frequently observed, both in curriculum structures and in teaching–learning processes. This study aimed to examine the integration of religious and general knowledge in educational practice at SMA Islam Nurul Musthofa from the perspective of Islamic philosophy. The research employed a qualitative approach with a philosophical paradigm and a case study strategy, with data obtained through interviews with religious and general subject teachers, observations of learning processes, and document analysis of the school curriculum and policies. Data were analyzed thematically using an Islamic philosophical framework, particularly the concepts of knowledge integration, the relationship between ‘aql (intellect) and wahy (revelation), and Islamic thinkers’ views on the nature of knowledge. The findings show that the integration of religious and general knowledge at SMA Islam Nurul Musthofa is pursued through the inculcation of Islamic values in the learning process, the habituation of adab, and the strengthening of spiritual orientation in academic activities; religious knowledge functions as a value foundation, while general knowledge is positioned as a means to develop students’ intellectual abilities and skills. Nevertheless, this integration still requires reinforcement at the conceptual and methodological levels in order to become more systematic and consistent. This study affirms that the integration of knowledge from the standpoint of Islamic philosophy is a crucial foundation for realizing Islamic education that is holistic and oriented toward forming knowledgeable and well-mannered (berilmu and beradab) individuals.
Konsep Wahyu dan Kenabian serta Implikasinya terhadap Pandangan Dunia Islam Syafii, M.; Sudiarto, Sudiarto; Shidiq, M.; Sumiran, Sumiran
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8513

Abstract

Revelation and prophethood are two fundamental concepts in Islam that serve as the main pillars in shaping the Islamic worldview, functioning not only as theological foundations but also as epistemological, ontological, axiological, and anthropological points of reference that structure how Muslims understand reality, knowledge, values, and life’s ultimate purpose. This article aims to examine the concepts of revelation and prophethood from an Islamic perspective and to explain their implications for the formation of the Islamic worldview amid the challenges of modern thought. The study employs a qualitative approach with a library research design, using conceptual, thematic, and critical-synthetic analysis of primary sources in the form of the Al-Qur’an and Sunnah, as well as secondary sources including classical and contemporary scholarly works and relevant journal articles. The findings show that revelation is understood as a transcendent source of knowledge that is absolute and authoritative, while prophethood functions as the channel for conveying revelation in an authentic and final manner. Epistemologically, revelation serves as the standard of truth for reason and empirical experience; ontologically, it shapes a view of reality that encompasses both physical and metaphysical dimensions; axiologically, revelation and prophethood establish universal and immutable moral and value standards; and anthropologically, they provide direction for human life as servants and vicegerents (khalifah) on earth. This article affirms that the concepts of revelation and prophethood remain relevant as foundational bases for shaping an integral Islamic worldview that offers constructive answers to crises of meaning, value relativism, and secularization in the modern era.
Implementasi Nilai Kemandirian dalam Perspektif Aksiologi Pendidikan Islam: Studi Analisis di Pondok Pesantren Ash-Shiddiq Yulianto, Rahmat; MujiburroMujiburrohmanhman, Mujiburrohman
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8518

Abstract

This study aimed to elaborate the axiological theory of Islamic education concerning independence and to analyze its practical implementation at Pondok Pesantren Ash-Shiddiq, with a specific focus on the dimensions of physical, intellectual, and theological independence. Using a qualitative approach, data were collected through interviews and observations to examine how the values of independence are designed, practiced, and interpreted in the daily lives of the students (santri). The findings show that the implementation of independence in this pesantren is realized through the methods of habituation (riyadhah), role modelling (uswah), and the reinforcement of the principle of simplicity (zuhud) across various educational and formative activities. The axiological synthesis indicates that independence is positioned as a moral value rooted in the principle of tauhid, whereby students are educated to assume personal responsibility for their worship and conduct and to rely solely on Allah SWT. These findings affirm that independence, from the perspective of the axiology of Islamic education, is not merely a practical skill but a character value that is integrated with spiritual and ethical orientation within the pesantren tradition.
Kemampuan Menulis Lanjutan (Kelas Tinggi) dalam Perspektif Pendidikan Inklusi Nurfadhillah, Septy; Khanifah, Nurul; Enjelina, Sindi
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8519

Abstract

This study aimed to provide an in-depth description of the extended writing skills of fourth-grade students at SDN Pondok Bahar 3 within an inclusive education context. A qualitative approach was employed using observation, interviews, and documentation with three students—AJ, PB, and BA—who exhibited different characteristics and learning abilities. The analyzed aspects included the ability to express ideas, coherence between sentences, paragraph organization, vocabulary selection, and the use of spelling and punctuation. The findings show that AJ demonstrated extended writing skills in the fairly good category, with a relatively coherent structure of writing, although technical linguistic errors were still identified; PB was categorized as fair, characterized by the ability to construct simple sentences but not yet able to develop ideas optimally; whereas BA fell into the category requiring intensive support due to difficulties in expressing ideas and forming complete sentences. These findings underscore that extended writing abilities among students in inclusive classrooms are highly diverse, thereby necessitating the implementation of differentiated instruction and adaptive assessment to more optimally support the development of all students’ writing skills.
Peran Guru Tahfidz dalam Meningkatkan Kedisiplinan Hafalan Al-Qur’an pada Siswa Masithoh, Fisa Bela; Subando, Joko
TSAQOFAH Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8526

Abstract

This study aimed to analyze the role of tahfidz teachers in enhancing the discipline of Al-Qur’an memorization among students at MTs Negeri 5 Demak. The study emphasizes that tahfidz teachers play multifaceted roles as instructors, motivators, mentors, evaluators, and facilitators who adapt instructional methods to students’ characteristics. Structured learning strategies—including the preparation of regular schedules, the use of varied methods, the implementation of periodic evaluations and continuous monitoring, as well as the provision of intrinsic and extrinsic motivation—serve as key supporting factors in building students’ consistency and commitment in memorizing the Al-Qur’an. The support of the madrasah environment and parents’ involvement further reinforces memorization discipline through the strengthening of a religious culture and layered supervision at school and at home. The findings show that the synergistic interaction among teacher roles, learning strategies, student motivation, and environmental support generates sustainable and high-quality memorization discipline. These results provide theoretical and practical foundations for the development of tahfidz programs in formal madrasah, particularly in designing comprehensive memorization guidance models oriented toward the formation of long-term religious commitment.

Page 89 of 98 | Total Record : 974

 87   88   89   90   91 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol 6 No 2 (2026): MARET Vol 6 No 1 (2026): JANUARI Vol 5 No 6 (2025): NOVEMBER Vol 5 No 3 (2025): MEI Vol 5 No 2 (2025): MARET Vol 5 No 1 (2025): JANUARI Vol 4 No 6 (2024): NOVEMBER Vol 4 No 5 (2024): SEPTEMBER Vol 4 No 4 (2024): JULI Vol 4 No 3 (2024): MEI Vol 4 No 2 (2024): MARET Vol 4 No 1 (2024): JANUARI Vol 3 No 6 (2023): NOVEMBER Vol 3 No 5 (2023): SEPTEMBER Vol 3 No 4 (2023): JULI Vol 3 No 3 (2023): MEI Vol 3 No 2 (2023): MARET Vol 3 No 1 (2023): JANUARI Vol 2 No 6 (2022): NOVEMBER Vol 2 No 5 (2022): SEPTEMBER Vol 2 No 4 (2022): JULI Vol 2 No 3 (2022): MEI Vol 2 No 2 (2022): MARET Vol 2 No 1 (2022): JANUARI Vol 1 No 3 (2021): NOVEMBER Vol 1 No 2 (2021): SEPTEMBER Vol 1 No 1 (2021): JULI More Issue