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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 974 Documents
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Integrasi Nilai Akhlak dalam Pembelajaran Pendidikan Agama Islam Berbasis Media Digital Mujib, Ahmad; 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.v6i2.8527

Abstract

The development of digital technology has brought significant changes to instructional practices in Islamic Religious Education (PAI), on the one hand opening up opportunities for interactive and contextual learning innovation, but on the other hand presenting challenges in the form of potential moral degradation among students. This article aims to examine the integration of akhlak values into PAI learning based on digital media through a literature review approach. The method used is library research by analyzing various scholarly sources in the form of books, journal articles, and relevant educational policy documents. The findings show that the integration of akhlak values in PAI learning using digital media can be carried out through value-oriented instructional planning, the selection of ethical and educational digital media, teachers’ role modelling in technology use, and the strengthening of reflection and habituation of commendable attitudes in learning activities. With such an approach, digital media function not only as a means of delivering content, but also as an effective vehicle for character formation and the cultivation of akhlak among students in the digital era.
Peran Kepemimpinan Kepala Sekolah dalam Mengembangkan Kualitas Nuruddin, Nuruddin; 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.v6i2.8528

Abstract

This study aimed to analyze the role of principal leadership in improving the quality of teaching and learning in schools, given the principal’s strategic position in directing, guiding, and motivating teachers and education staff so that the instructional process is effective, innovative, and quality-oriented. A qualitative approach with a case study method was employed, using interviews, observations, and documentation to explore the principal’s leadership practices in the context of instructional management. The findings show that principal leadership plays a crucial role in enhancing learning quality through the design of well-directed academic programs, continuous professional development for teachers, the creation of a school climate that is conducive to teaching and learning, and the strengthening of systematic academic supervision. In addition, a participatory and visionary leadership style was found to encourage the engagement of all school stakeholders in efforts to improve the quality of instruction. These results affirm that principal leadership is a key factor in realizing high-quality and competitive learning at the school level.
Implementasi QS. Al-Baqarah Ayat 30 dan QS. Adz-Dzariyat Ayat 56 dalam Pendidikan Santri di Pondok Pesantren Qur’an dan IT Al-Mahir Muzhaffar, Zidan Arif; Mujiburrohman, 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.v6i2.8529

Abstract

This study aimed to analyze the implementation of QS. Al-Baqarah verse 30 and QS. Adz-Dzariyat verse 56 in the education of santri at Pondok Pesantren Qur’an dan IT Al-Mahir, positioning the human role as khalifah on earth and the purpose of creation as worship of Allah as the primary normative framework. The research employed a qualitative method with a case study approach, using participant observation, in-depth interviews, and document analysis related to the curriculum, daily activities, and student development programs. The findings show that the values contained in these two verses are implemented through an emphasis on akhlaq formation, the strengthening of worship, and the holistic development of santri in spiritual, intellectual, and skills-based dimensions, including the responsible use of information technology. Implementation is carried out in a structured manner through the integration of khalifah and ubudiyyah values into the curriculum, the habituation of worship and adab in daily activities, and spiritual guidance that underscores students’ personal accountability before Allah and their social roles in the wider community. These results contribute to the development of Islamic education grounded in Qur’ani values and have implications for strengthening the quality of education at Pondok Pesantren Qur’an dan IT Al-Mahir as an institution that prepares santri to be persons of character and knowledge, committed to devotion to Allah and service to society.
Filsafat Pendidikan Islam dalam Pembentukan Karakter di Kuttab Al-Husnayain Surakarta Mujiburrohman, Mujiburrohman; Fahriani, Aulia Nurul
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.v6i2.8535

Abstract

Although the role of Islamic educational philosophy in shaping students’ character has been widely studied, research that specifically examines its direct application in daily habituation within school environments remains limited. This study aimed to describe how the steps of Islamic educational philosophy are implemented and habituated directly in the process of student character formation. A qualitative approach with an interview-based design was employed, involving three teachers as participants who directly applied habituation practices grounded in Islamic educational philosophy in everyday school activities. Data were collected through in-depth interviews with the teachers and analyzed thematically to reveal patterns of implementation and the meanings they construct regarding student character formation. The interview analysis illustrates the extent to which Islamic educational philosophy is positioned as a normative and practical foundation in behavioral habituation, as well as how teachers understand their role in instilling these values in students. These findings contribute to the development of Islamic educational philosophy theory in student character formation and broaden understanding of the implementation of Islamic philosophical values in educational practice. The study concludes by emphasizing the importance of the consistent application of Islamic educational philosophy by teachers and parents in character-building steps and highlights both theoretical and practical implications for strengthening character education based on Islamic educational philosophy, while also opening opportunities for further exploration in subsequent studies.
Analisis Permasalahan Belajar Siswa dari Sudut Pandang Filsafat Pendidikan: Studi Kasus di MTs Muhammadiyah 7 Klego Boyolali Mujibburrohman, Mujibburrohman; Sarwanto, Sarwanto
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.v6i2.8537

Abstract

The success of the teaching–learning process is indicated by the achievement of student competencies encompassing knowledge, skills, and attitudes; however, in practice, various learning difficulties still arise among students at MTs Muhammadiyah 7 Klego Boyolali. This study aimed to describe students’ learning difficulties from the perspective of the philosophy of education by highlighting causal factors and the philosophical characteristics of understanding the educational process. The research employed a library study method based on bibliographic sources from relevant books and scholarly journal articles, complemented by field-based observations of students at MTs Muhammadiyah 7 Klego Boyolali. The findings show that the factors causing students’ learning difficulties are grouped into two categories: internal student factors, including low intellectual capacity, emotional and attitudinal instability, and sensory impairments related to vision and hearing; and external student factors originating from the family, community, and school environment. From a philosophical perspective on education, the discussion of learning difficulties is connected to the characteristics of the philosophy of education, which encompass theories of education, theories of learning, theories of learners, and theories of educators as a conceptual foundation for understanding and addressing learning problems at a more fundamental level. These findings affirm that addressing learning difficulties requires an approach that is not only technical–pedagogical in nature but is also rooted in a comprehensive philosophical framework of education concerning the nature of education, learners, and the learning process.
Dikotomi dan Integrasi: Studi Komparatif Epistemologi Ilmu Pengetahuan dalam Tradisi Barat dan Islam Sumiran, Sumiran; Aidil, Muhammad; Jumingan, Jumingan
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.v6i2.8538

Abstract

Epistemology is a fundamental foundation that guides the development of civilization through knowledge, yet Western and Islamic traditions have developed epistemological bases that differ in essential ways. This paper aims to provide an in-depth analysis of the differences between Western and Islamic epistemology and their implications for the development of knowledge. Using a descriptive-analytical method and a comparative approach to relevant philosophical sources, the study shows that Western civilization positions rationalism and empiricism as the primary, anthropocentric sources of truth, thereby contributing to the secularization of knowledge. In contrast, Islamic epistemology presents a theocentric paradigm that integrates revelation (wahyu) as the primary source of knowledge, supported by reason (‘aql), the senses (hissī), and intuition (‘irfānī) within a unified hierarchical order. These differing epistemological foundations influence not only how research methods are formulated but also the value orientation, ethics, and ultimate goals of knowledge development. The findings affirm the importance of integrating knowledge by synthesizing rational–empirical strengths with spiritual depth grounded in revelation as an effort to respond to the crises of objectivity and spirituality in modern science and to reorient knowledge toward the holistic well-being of humankind.
Konsep Pendidikan Akhlak Menurut Al Ghazali dan Implementasinya di MTs SA Al Islam Jamsaren Mujiburrohman, Mujiburrohman; Pramono, Agus
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.v6i2.8539

Abstract

This study aimed to analyze Al-Ghazali’s concept of moral education (tarbiyat al-akhlaq) and its implementation at MTs SA Al-Islam Jamsaren Surakarta by examining the roles of Islamic Religious Education (PAI) and Guidance and Counseling (BK) teachers, the moral education methods applied, students’ responses and behaviours, the challenges encountered, and the efforts undertaken to address them. The research employed a qualitative approach with a descriptive–analytical design, with data obtained through in-depth interviews with Aqidah Akhlak and Al-Qur’an Hadith teachers and BK teachers, observations of student behaviour, and document analysis. The findings show that moral education at MTs SA Al-Islam Jamsaren Surakarta is implemented in an integrated manner through PAI learning, religious habituation activities, enforcement of school rules, and guidance and counseling services. The methods used include role modelling, habituation, persuasive advice, and the application of educational reward and punishment. Students’ responses to the moral education programs are generally positive, although the level of internalization of moral values varies due to differences in family background, peer environment, and exposure to digital media. The main challenges identified include limited instructional time, diversity of student characteristics, and insufficient synergy with the family environment. Efforts to overcome these constraints are carried out through strengthening teachers’ exemplary conduct, consistently habituating virtuous behaviour, adopting humanistic counseling approaches, and enhancing cooperation between the madrasah and parents. These findings indicate that the implementation of moral education at MTs SA Al-Islam Jamsaren Surakarta is conceptually and practically aligned with Al-Ghazali’s thought, which emphasizes spiritual cultivation, habituation, and gradual, continuous character formation.
Muslim Progresif dalam Pandangan Islamic World View Pramono, Agus; Badruddin. Z, M. Badruddin. Z; Yulianto, Rahmat; Sarwanto, Sarwanto; 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.v6i2.8559

Abstract

Although the topic of progressive Muslims has received attention in several previous studies, research that specifically examines how such progressiveness is understood within the framework of the Islamic worldview remains limited. This study aimed to describe the characteristics of progressive Muslims, elaborate their basic conceptual foundations, and explain how progressiveness is understood through the lens of the Islamic worldview. A qualitative approach with a literature-based study design was employed, drawing on various primary and secondary sources from thinkers such as Al-Attas, Abdullah Saeed, and Omid Safi. Data were collected through documentation of books and scholarly journals and were analysed using a descriptive-analytical technique to critically examine the emerging concepts and arguments. The findings indicate that the characteristics of progressive Muslims include critical thinking, an orientation towards social justice, and openness to science and technology while remaining grounded in tauhid. These findings contribute to the development of Islamic worldview theory and broaden understanding of Islamic thought in the modern era. The study concludes that progressiveness can function as a bridge between tradition and modernity that must remain firmly rooted in revelation and the objectives of the law (maqaṣid al-shariʿah), and that it encourages Muslim scholars and educators to integrate modern scientific knowledge with the foundational values of Islam. The implications of this study include a theoretical contribution to enriching the literature on contemporary Islamic thought and practical implications for educational institutions in developing holistic curricula, while also opening avenues for further exploration of the application of progressive values in issues of digital ethics and bioethics.
Analisis Aksiologi Pendidikan Islam dalam Pelajaran Akidah Akhlak Mujiburrohman, Mujiburrohman; Aula, Fitria Faradina Kafa
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.v6i2.8560

Abstract

Islamic education is not solely oriented towards the acquisition of knowledge but also towards the formation of students’ values and behaviour, making the axiological dimension an essential aspect, particularly in Akidah Akhlak learning. This study aimed to analyse the concept of axiology in Islamic education and its implementation in Akidah Akhlak instruction. A qualitative method was employed with a field-study approach through direct observation in a madrasah to examine problems in Akidah Akhlak learning within real classroom contexts. The findings show that the axiology of Islamic education in Akidah Akhlak lessons emphasises the inculcation of faith-based, moral, ethical, and noble character values as the foundation for students’ character formation. These values are not only presented at a theoretical level but are also directed towards practice in daily life through a continuous internalisation process. The findings affirm that Akidah Akhlak learning functions as an effective means of internalising Islamic values to shape individuals who are faithful, possess noble character, and act responsibly in social life, while simultaneously strengthening the position of axiology as a normative and practical foundation in the development of character-based Islamic education.
Ontologi Pendidikan Qur’ani dalam Kurikulum SD Plus Tahfizhul Qur’an Annida Salatiga Mujiburrahman, Mujiburrahman; Ummah, Kholifatul
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.v6i2.8561

Abstract

The Kurikulum Pendidikan Qur’ani (Qur’anic Education Curriculum) is an Islamic education framework that positions the Al-Qur’an as the primary source for formulating educational objectives, content, and learning processes, such that it is oriented not only towards knowledge acquisition but also towards the balanced formation of students’ character and spirituality across intellectual, spiritual, moral, and social dimensions. However, systematic studies on the concept of the Kurikulum Pendidikan Qur’ani and its relevance for the implementation of Islamic education in modern educational contexts remain limited. This article aims to examine the concept of the Kurikulum Pendidikan Qur’ani and its relevance to contemporary Islamic educational practice. The study employed a literature review method with a qualitative approach by analysing various works related to Islamic education and Qur’anic values. The findings show that the Kurikulum Pendidikan Qur’ani emphasises the integration of mastery of scientific knowledge and the internalisation of Qur’anic values in students’ lives by positioning the Al-Qur’an as both a normative and pedagogical foundation. These findings affirm that the Kurikulum Pendidikan Qur’ani is relevant for addressing the challenges of modern education, particularly in character formation and the strengthening of students’ spirituality within a holistic Islamic education framework.

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