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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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Aktivitas Intervensi Terapi Butterfly Hug untuk Menjaga Kestabilan Emosi terhadap Mahasiswa Baru yang Mengalami Kecemasan Talsi, Nadhila Putri; Rahmi, Tuti
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.v6i2.8804

Abstract

New university students often face adaptation challenges to the higher education environment that can trigger anxiety, which, if not properly managed, may disrupt emotional stability and the learning process. This study aimed to determine the effectiveness of Butterfly Hug therapy in maintaining emotional stability among new students experiencing anxiety. The research employed a quantitative experimental method with a one-group pretest–posttest design. The sample consisted of five first-year students of Universitas Negeri Padang, cohort 2025, selected using purposive sampling. Data were collected using an anxiety scale based on the Zung Self-Rating Anxiety Scale (ZSAS) and analyzed using a paired-samples t-test. The results showed a significance value of 0.023 (< 0.05), indicating a significant difference between anxiety scores before and after the intervention. These findings demonstrate that Butterfly Hug therapy is effective in reducing anxiety levels and maintaining emotional stability among new university students, and thus has the potential to be used as a supportive psychological intervention within student counseling services in higher education institutions.
Penggunaan Tes dalam Tes Formatif dan Tes Sumatif Sukmayeti, Sukmayeti; Lahmi, Ahmad; Masnita, Delmi; Nurhamidar, Nurhamidar; Wahyuni, Yessi
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.v6i2.8951

Abstract

This study aimed to analyze the role of tests in formative and summative evaluation as key components of the Islamic Education learning process. Formative evaluation is carried out during the learning process to monitor students’ progress, provide feedback, and support teachers in adjusting instructional strategies so that learning objectives can be optimally achieved, whereas summative evaluation is conducted at the end of an instructional unit to assess overall learning outcomes and to serve as a basis for academic decision-making, such as graduation or promotion to the next grade. This study employed a literature review method through a theoretical examination of various relevant sources on formative evaluation, summative evaluation, and the use of tests in the context of Islamic Education. The findings indicate that formative and summative evaluation have complementary functions, whereby formative evaluation is oriented toward the learning process, while summative evaluation focuses on learning outcomes. The assessment techniques used also differ according to their respective purposes, including observation, discussion, and self-assessment in formative assessment, as well as written tests, portfolios, and projects in summative assessment. These findings affirm that the appropriate implementation of formative and summative evaluation can enhance the quality of learning, identify students’ strengths and weaknesses, and support more objective and sustainable instructional decision-making within the framework of Kurikulum Merdeka.
Integrasi Pendekatan Sains, Teknologi, dan Nilai Islam dalam Pembelajaran Akidah Akhlak Sukmayeti, Sukmayeti; Alrasi, Fitri; Masnita, Delmi; Nurhamidar, Nurhamidar; Wahyuni, Yessi
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.v6i2.8952

Abstract

The rapid development of science and technology has had significant implications for educational practice, including in Akidah Akhlak instruction, thereby necessitating efforts to balance intellectual strengthening with the moral and spiritual development of students. This article aimed to analyze the integration of scientific, technological, and Islamic value-based approaches in Akidah Akhlak learning as a holistic instructional strategy. This study employed a library research method by analyzing various relevant sources, including books, journal articles, and scientific documents. The findings show that integrating science into Akidah Akhlak learning can strengthen students’ faith by linking scientific phenomena with the greatness of Allah SWT, while the use of educational technology contributes to creating a learning process that is more interactive, contextual, and aligned with the characteristics of students in the digital era. These findings affirm that the integration of science, technology, and Islamic values plays an important role in shaping students who are faithful, knowledgeable, and of noble character. Thus, such integration is not only a pedagogical necessity but also a strategic paradigm for realizing Islamic education that is holistic and adaptive to contemporary developments.
Anak Berkebutuhan Khusus dalam Perspektif Psikologi Pendidikan Islam Triyono, Agus; Rohimah, Siti
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.v6i2.8953

Abstract

Children with special needs (Anak Berkebutuhan Khusus, ABK) are individuals who possess distinct characteristics and learning needs, and therefore require an educational approach that is adaptive, humanistic, and just. This article aims to examine the concept of ABK from the perspective of Islamic Educational Psychology by exploring the integration between educational psychology approaches and Islamic values in the educational process, particularly in Islamic Religious Education (PAI) instruction. This study employs a literature review method by analyzing various relevant sources related to the psychological development of children with special needs, inclusive education, and the principles of Islamic education. The findings show that educational psychology provides a scientific foundation for understanding the cognitive, emotional, social, and behavioral development of ABK, while Islam views ABK as creations of Allah who possess fitrah, dignity, and equal rights to education, with an emphasis on compassion, justice, and aligning education with the child’s abilities. The integration of these two perspectives yields a holistic educational approach that is not only oriented toward academic achievement but also toward strengthening spirituality, shaping moral character, and fostering the independence of children with special needs. Consequently, Islamic Religious Education needs to be designed adaptively through adjustments in content, methods, and evaluation in accordance with students’ needs and capabilities.
Telaah Kritis Kebijakan Supervisi Pendidikan di Indonesia (UU No. 14 Tahun 2005 tentang Guru dan Dosen, PP No. 19 Tahun 2005 dan Penggantinya tentang Standar Nasional Pendidikan) Nasrullah, Khoirudin
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.v6i2.8954

Abstract

Education is one of the fundamental pillars and an integral part of societal life, so every individual has an equal right to quality education. This study aimed to conduct a critical review of educational supervision policy in Indonesia by focusing the analysis on Law No. 14 of 2005 on Teachers and Lecturers and Government Regulation No. 19 of 2005 on National Education Standards, along with their subsequent replacement regulations. Educational supervision is positioned as a principal pillar of instructional quality assurance; however, its implementation often encounters regulatory ambiguities and a paradigm shift from administrative inspection to professional mentoring. This study employed a qualitative method with a library research approach and content analysis of various relevant regulations and scholarly literature. The findings indicate that although Law No. 14 of 2005 has affirmed teachers’ status as professionals, policy synchronization in Government Regulation No. 19 of 2005 (and its amendments up to Government Regulation No. 4 of 2022) still leaves overlapping roles between school supervisors and principals. The transformation of policy from the previous National Education Standards framework toward a new paradigm provides greater flexibility, but has not yet been fully accompanied by clear supervisory instruments that are adaptive to the demands of the digital era. This review concludes that strengthening educational supervision policy needs to be directed toward a collaborative clinical supervision model oriented to professional mentoring and meaningful learning, so that it does not merely stop at fulfilling administrative workload requirements.
Konversi Agama dalam Perpsektif Islam Hermawan, Rudi; Rohimah, Siti
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.v6i2.8958

Abstract

Religious conversion is a complex and multidimensional socio-religious phenomenon because it involves changes in belief, religious identity, and value orientation in an individual’s life, which, in a plural society, is understood not only as a theological issue but is also closely related to psychological, social, cultural, and spiritual aspects. This study aimed to describe the definition and meaning of religious conversion, examine the processes experienced by individuals in undergoing religious conversion, identify the factors that influence it, and analyze Islamic perspectives on this phenomenon. The method used was a literature review by examining various scholarly works, expert opinions, and normative Islamic sources in the form of the Qur’an and hadiths. The findings show that religious conversion generally unfolds through stages of awareness, meaning-seeking, and decision-making, which are influenced by individuals’ psychological conditions, social environment, culture, and spiritual experiences. From an Islamic perspective, religious conversion is viewed as a fundamental matter of aqidah, in which freedom of religion is acknowledged, but faith and steadfastness in Islam are strongly emphasized. Therefore, the phenomenon of religious conversion needs to be understood comprehensively and proportionally so as not to generate social conflict and to ensure that religious and humanitarian values are respected.
Peran Psikologi dalam Pendidikan Islam: Landasan Teoretis dan Implikasinya terhadap Proses Pembelajaran Yaman, Nur; Rohimah, Siti
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.v6i2.8970

Abstract

Psychology plays an important role in Islamic education as a foundation for understanding students holistically from cognitive, affective, and spiritual dimensions, so that the learning process is not only oriented toward knowledge transfer but also toward personality development. This study aimed to examine the role of psychology in Islamic education from a theoretical perspective and its implications for the learning process. A library research method was employed by analyzing various scientific journals published over the last ten years that are relevant to the theme of Islamic educational psychology. The findings show that the integration of Islamic values and modern psychological theories can foster a learning process that is holistic, humanistic, and oriented toward character formation. Islamic educational psychology contributes to curriculum development, the enhancement of learning motivation, and the development of students’ emotional and spiritual intelligence. Thus, an Islamic psychological approach constitutes an essential foundation for realizing Islamic education that is not only oriented toward knowledge acquisition, but also toward moral development and the personality balance of students.
Peran Psikologi dalam Pendidikan Islam: Landasan Teoretis dan Implikasinya terhadap Proses Pembelajaran Wijoyo, Muhammad Abdul Ghoffaar; Jajuli, Mohammad Syukron; Al Afdholi, Zakiyuddin; Suprayogi, 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.v6i2.8971

Abstract

Qur’anic memorization (tahfidz al-Qur’an) education is a form of Islamic education with distinctive scholarly characteristics that are deeply rooted in the pesantren tradition, yet in practice it is often understood merely in technical terms as the achievement of memorization targets, so that reflection on its epistemic foundations and educational values receives limited attention. This study aimed to analyze tahfidz education practices from the perspective of the philosophy of science by examining the epistemological, ontological, and axiological dimensions of education. A qualitative approach with a case study design was employed at Asrama Tahfidz Sunan Bonang Denanyar Jombang. Data were collected through observation, in-depth interviews, and documentation, and were analyzed descriptively–analytically using a reflective–philosophical approach. The findings show that tahfidz education rests on the authority of tradition and scholarly sanad as its primary sources of knowledge, views santri as spiritual subjects in the process of personality formation, and orients the educational process toward the internalization of noble values as its main goal. However, the strong emphasis on memorization targets has the potential to reduce the broader meaning of education and shift its value orientation from holistic character formation to purely technical achievement. Thus, engagement with the philosophy of science is required as a reflective framework to balance tradition, rationality, and values in tahfidz education practices, so that education is not only focused on the quantity of memorization but also on deepening meaning, character building, and the integration of knowledge.
Kedudukan dan Pemahaman Sunnah al-Ḥadīth sebagai Sumber Hukum Islam: Pendekatan Konseptual dan Metodologis Murtadlo, Mohammad Chusein; Nasrulloh, M. Zidan
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.v6i2.8972

Abstract

The sunnah al-hadith is the second source of law after the Al-Qur’an and plays a central role in the process of legal derivation (istinbat hukum); however, its application as legal evidence cannot be carried out instantaneously, because understanding hadith requires verification of sanad, examination of matan, and clarity regarding the historical context. This article aims to explain the status of sunnah al-hadith as a source of Islamic law by reviewing its basic concepts, definitions, and the epistemological grounds that justify its acceptance as dalil syar‘i, while also outlining the fundamental methods for understanding and applying hadith in the process of legal determination. This study employs a library research method by examining classical literature, particularly al-Risalah by Imam al-Shafi‘i and primary hadith compilations, in conjunction with relevant contemporary academic references. The findings show that the legitimacy of sunnah al-hadith as a source of law rests on strong textual and rational foundations, its diverse functions in relation to the Al-Qur’an (explaining, reinforcing, restricting, and particularizing), and a set of ushuliyyah principles that regulate the conditions of authenticity, interpretive rules, and priority in the use of legal evidence. These findings affirm the urgency of mastering the basic methodology of hadith understanding from sanad and matan verification to the application of istidlal rules as a foundational requirement for students and scholars of Islamic law to optimize the role of sunnah al-hadith as an authoritative and proportionate source of law in contemporary istinbat practice.
Peran Psikologi dalam Pendidikan Islam Suyatman, Suyatman; Rokhimah, Siti
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.v6i2.8973

Abstract

Islamic education is a comprehensive process of human development encompassing physical, intellectual, and spiritual dimensions grounded in Islamic values, and therefore cannot be separated from psychological inquiry, which offers an in-depth understanding of learners’ development, behavior, needs, and character. This paper aims to examine the role of psychology in Islamic education and its contribution to enhancing the effectiveness of the learning process and the formation of students’ personalities. A library research method was employed by analyzing various relevant literature sources from the perspectives of psychology and Islamic education. The findings show that psychology plays a crucial role in helping educators understand learners’ developmental stages, individual differences, learning motivation, and the emotional and social aspects that influence the educational process. The integration of psychological principles with Islamic values enables the implementation of an educational process that is more humanistic, effective, and aligned with human fitrah. Thus, psychology holds a strategic role in supporting the goals of Islamic education, namely to shape individuals who are faithful, of noble character, knowledgeable, and capable of fulfilling their roles as servants of Allah and as khalifah on earth.

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