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At-Tathbīq: Journal of Education and Learning
Published by Cv. Kayaswara
ISSN : -     EISSN : 3109709X     DOI : https://doi.org/10.65097/jel.
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
At-Tathbīq: Journal of Education and Learning is a scientific journal dedicated to exploring contemporary issues in educational thought, with a particular focus on innovative and popular ideas and practices in the field of education. This journal not only delves into traditional and modern educational theories, but also examines the psychology of education, educational management, the role of technology in education, and the relationship between education and social sciences. Additionally, the journal engages with practical challenges and complexities related to the implementation of educational policies and practices, particularly within the context of Indonesia and other regions with similar educational landscapes. At-Tathbīq: Journal of Education and Learning invites contributions from scholars who specialize in education, as well as those from related disciplines such as sociology, psychology, and educational technology, to foster an interdisciplinary approach to addressing contemporary educational issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
 1   2 
Implementasi Layanan Bimbingan Konseling dalam Meningkatkan Disiplin dan Motivasi Belajar di SMK Smart Ar-rahman Rahma Setika; Rahma Alfirdaus; Siti Nurfajriah Abdul Hadi; Ahmad Jauzy Al Faqih; Rahmania Revalina Baruta; Nur Aini Farida
At-Tathbīq: Journal of Education and Learning Vol. 1 No. 2 (2025): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/jel.v1i2.60

Abstract

This study aims to describe the implementation of guidance and counseling (BK)services at SMART AR-RAHMAN Vocational School and its role in improvingacademic discipline and student learning motivation. The research method usedwas descriptive qualitative, with data collection techniques including observation,semi-structured interviews, and documentation. The results indicate that BKservices at the school are systematically implemented through individualcounseling, group counseling, classical guidance, and information services.Guidance and counseling teachers act as facilitators, motivators, and counselorsusing a humanistic approach that builds trust and maintains confidentiality. Closecollaboration between guidance and counseling teachers and Islamic ReligiousEducation teachers provides comprehensive character development, integratingstudents' psychological and spiritual aspects. Although guidance and counselingservices have a positive impact on discipline and learning motivation, challengesremain in the form of negative stigma among students who associate guidanceand counseling teachers with punishment. Implementing responsivecommunication strategies, understanding the characteristics of Generation Z,and utilizing social media are key solutions to improve the image of guidance andcounseling and enhance service effectiveness. This study recommends improvingsustainable guidance and counseling service planning and strengtheningcollaboration across teachers to support students' holistic development.
Integrasi Nilai-Nilai Islam dalam Praktik Bimbingan dan Konseling di SMP Islam Al-Fajar Bekasi Syibul Huda Ramadhan; Andi Muhammad Adnan Rabbani; Raihan Samsul Arifin; Ulpa Nurjanah; Zihan Amalia Saeful; Nur Aini Farida
At-Tathbīq: Journal of Education and Learning Vol. 1 No. 2 (2025): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/jel.v1i2.61

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi integrasi nilai-nilai Islam dalam layanan Bimbingan dan Konseling (BK) di SMP Islam Al-Fajar, Kota Bekasi. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Informan penelitian meliputi guru BK, kepala sekolah, guru Pendidikan Agama Islam, wali kelas, serta siswa. Hasil penelitian menunjukkan bahwa program BK di sekolah berfokus pada pengembangan pribadi dan sosial melalui kegiatan seperti penyambutan pagi, ikrar harian, program keputrian, serta layanan konseling individu dan kelompok. Guru BK secara aktif mengintegrasikan nilai-nilai Islam yang bersumber dari Al-Qur’an dan hadis dalam membina kedisiplinan, kejujuran, dan pengendalian emosi siswa. Kolaborasi antara guru, kepala sekolah, dan orang tua turut mendukung efektivitas program, meskipun keterlibatan orang tua dan pengaruh lingkungan luar masih menjadi tantangan utama. Penelitian ini menyimpulkan bahwa layanan BK berbasis nilai Islam berkontribusi signifikan terhadap pembentukan karakter religius dan kedisiplinan siswa, serta perlu penguatan pada aspek belajar dan karier agar sesuai dengan kerangka layanan BK yang komprehensif.
Implementasi Layanan Bimbingan dan Konseling di MTs Al-Istiqlal Karawang Suci Rahmayany; Alysa Nirmala Cita; Hana Fauziyah; Siti Latifah; Zakiyahtuz Zahra
At-Tathbīq: Journal of Education and Learning Vol. 1 No. 2 (2025): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/jel.v1i2.65

Abstract

Tujuan dari penelitian ini adalah untuk menjelaskan bagaimana layanan Bimbingan dan Konseling (BK) diterapkan di MTs Al-Istiqlal Karawang dan menemukan masalah, dukungan, dan harapan untuk peningkatan. Metode deskriptif kualitatif yang digunakan, dengan wawancara dan observasi terhadap guru BK dan siswa. Hasil penelitian menunjukkan bahwa layanan BK dilaksanakan melalui layanan klasik, konseling individu, dan kelompok yang mencakup empat bidang utama: pribadi, sosial, belajar, dan karir. Program disesuaikan dengan kebutuhan siswa melalui angket. Dalam pelatihan karakter, wali kelas, guru mata pelajaran, OSIS, dan guru PAI menawarkan dukungan. Keterbatasan jumlah guru BK, yang menangani sekitar 160 siswa, merupakan masalah utama. Rasio antara guru dan siswa lebih besar dari yang ideal. Secara keseluruhan, layanan BK di MTs Al-Istiqlal Karawang berjalan baik; Namun, untuk menjadi lebih optimal, sumber daya harus ditingkatkan, metode interaktif harus ditambah, dan teknologi harus diinovasi.
Implementasi Layanan Bimbingan dan Konseling di SMAN 3 Karawang Mutia Nurnabilla; Ramadhan Dwi Saputra; Reva Fadhillah; Safira Nur Azizah; Nur Aini Farida
At-Tathbīq: Journal of Education and Learning Vol. 1 No. 2 (2025): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/jel.v1i2.66

Abstract

ABSTRACT Guidance and Counseling (BK) services are an integral part of the education system that function to assist students in developing their potential, adapting to their environment, and overcoming personal, social, academic, and career-related problems. According to Prayitno (2004) and Tohirin (2011), BK services encompass the functions of understanding, prevention, alleviation, and development, all of which aim to support students’ optimal growth and development. This study aims to examine the implementation of BK services at SMAN 3 Karawang and to identify the obstacles and challenges faced by BK teachers in carrying them out. The research employed a descriptive qualitative method, with data collected through direct observation and interviews with BK teachers and eleventh-grade students. The findings show that the implementation of BK services at SMAN 3 Karawang has been running quite well. BK teachers have provided various types of services, such as individual counseling, group counseling, and informational services, which have had a positive impact on students, particularly in overcoming learning difficulties and social problems. However, several challenges remain, including an imbalance between the number of BK teachers and students, limited time and facilities, and negative perceptions among some students regarding the role of BK services. Overall, the implementation of BK services at SMAN 3 Karawang aligns with educational objectives, namely supporting students’ holistic development across personal, social, academic, and career domains. To improve service effectiveness, it is recommended that the school enhance facilities, increase the number of BK teachers, and intensify socialization regarding the role and benefits of BK services among the school community. ABSTRAK Layanan Bimbingan dan Konseling (BK) merupakan bagian integral dari sistem pendidikan yang berfungsi membantu peserta didik dalam mengembangkan potensi diri, menyesuaikan diri dengan lingkungan, serta mengatasi berbagai permasalahan pribadi, sosial, akademik, maupun karier. Berdasarkan teori Prayitno (2004) dan Tohirin (2011), layanan BK mencakup fungsi pemahaman, pencegahan, pengentasan, dan pengembangan, yang secara keseluruhan bertujuan mendukung perkembangan peserta didik secara optimal. Penelitian ini bertujuan untuk mengetahui bagaimana implementasi layanan BK di SMAN 3 Karawang, serta mengidentifikasi kendala dan tantangan yang dihadapi guru BK dalam pelaksanaannya. Metode yang digunakan adalah metode kualitatif deskriptif, dengan teknik pengumpulan data berupa observasi langsung dan wawancara terhadap guru BK serta siswa kelas XI. Hasil observasi menunjukkan bahwa pelaksanaan layanan BK di SMAN 3 Karawang telah berjalan cukup baik. Guru BK telah melaksanakan berbagai bentuk layanan seperti konseling individu, konseling kelompok, dan layanan informasi yang memberikan dampak positif bagi siswa, terutama dalam mengatasi kesulitan belajar dan permasalahan sosial. Namun demikian, pelaksanaan layanan masih menghadapi sejumlah kendala, seperti keterbatasan jumlah guru BK dibandingkan jumlah siswa, keterbatasan waktu dan fasilitas, serta persepsi negatif sebagian siswa terhadap fungsi BK. Secara keseluruhan, implementasi layanan BK di SMAN 3 Karawang sudah berjalan sesuai dengan tujuan pendidikan, yaitu membantu siswa berkembang secara menyeluruh baik dari aspek pribadi, sosial, akademik, maupun karier. Untuk meningkatkan efektivitas layanan, disarankan agar sekolah memperkuat dukungan fasilitas, menambah tenaga BK, serta meningkatkan sosialisasi mengenai peran dan manfaat BK kepada seluruh warga sekolah.
Efektivitas Layanan Bimbingan dan Konseling di Sekolah Islam Terpadu: Studi Kasus di SMPIT Mentari Ilmu Reza Maulana; Raihan Luluil Marjan; Ratu Thalita; Rafli Ramadan; Nur Khalishah; Ahdan Muhammad Fazri; Nur Aini Farida
At-Tathbīq: Journal of Education and Learning Vol. 1 No. 2 (2025): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/jel.v1i2.67

Abstract

enelitian ini bertujuan untuk menganalisis efektivitas layanan Bimbingan dan Konseling (BK) di SMPIT Mentari Ilmu dalam mendukung perkembangan siswa secara akademik, sosial, dan spiritual. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa layanan BK telah berjalan dengan baik dalam membimbing siswa, meskipun masih terdapat kendala seperti keterbatasan waktu dan tenaga guru BK serta kurangnya sosialisasi layanan kepada siswa. Analisis data menunjukkan bahwa 70% siswa memahami keberadaan layanan BK, namun hanya 45% yang aktif memanfaatkannya. Faktor utama yang memengaruhi efektivitas layanan adalah dukungan sekolah, peran wali kelas, serta keterlibatan orang tua. Kesimpulannya, layanan BK di sekolah SMP IT Mentari Ilmu efektif dalam membentuk karakter dan memberikan bimbingan holistik apabila diintegrasikan dengan nilai-nilai Islam dan pendekatan partisipatif antara guru, siswa, dan orang tua. Oleh karena itu, penelitian ini juga menegaskan bahwasannya pentingnya suatu evaluasi yang di lakukan secara berkala terhadap program BK agar layanan yang diberikan tetap sesuai dengan kebutuhan perkembangan siswa. Selain itu juga, peningkatan kompetensi konselor melalui pelatihan berkelanjutan diperlukan untuk memperkuat kemampuan mereka dalam menghadapi berbagai dinamika siswa di sekolah. Dengan demikian, layanan BK dapat terus berkembang dan memberikan dampak yang optimal terhadap pembentukan karakter serta peningkatan kesejahteraan belajar di lingkungan sekolah.
Integration of Artificial Intelligence (AI) in Adaptive Learning: A Personalized Analysis of Student Learning Experience in the Digital Era Sofwan Manaf; Ahsanul Mufid
At-Tathbīq: Journal of Education and Learning Vol. 2 No. 1 (2026): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/jel.v2i1.125

Abstract

The integration of Artificial Intelligence (AI) in adaptive learning has become a strategic approach to personalizing student learning experiences in the digital era. This study aims to analyze the implementation of AI-based adaptive learning systems in personalizing learning experiences for university students. Using a qualitative approach and a systematic literature review (SLR), this research analyzed 35 peer-reviewed articles published between 2015 and 2025, sourced from Scopus, Web of Science, and ERIC databases, following the PRISMA guidelines. Data analysis was conducted through thematic coding and narrative synthesis. The findings reveal three key themes: (1) AI-driven adaptive learning systems significantly enhance personalized content delivery through machine learning algorithms, intelligent tutoring systems, and learning analytics; (2) the integration of AI in learning personalization positively impacts student engagement, academic performance, and self-regulated learning; and (3) critical challenges persist including digital infrastructure gaps, data privacy concerns, algorithmic bias, and the need for educator readiness. This study contributes to the existing literature by providing a comprehensive analysis of how AI technologies can be strategically integrated into higher education to create inclusive, responsive, and learner-centered educational ecosystems in the digital era.
Bridging The Gap Between Policy And Practice: A Structural Equation Modeling Of Kurikulum Merdeka Implementation And School Quality Improvement In Indonesia Rokimin; Imam Khairul Annas; Nesa Novrizal; Muhammad Fatih Azka; Nurkholis Nuri
At-Tathbīq: Journal of Education and Learning Vol. 2 No. 1 (2026): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

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Abstract

Purpose of the Study: This study aims to analyze the relationships among the determinants of Kurikulum Merdeka implementation and their influence on school quality improvement through a conceptual Structural Equation Modeling (SEM) framework derived from a Systematic Literature Review (SLR). The study examines the roles of teacher readiness, principal leadership, and school support in promoting effective curriculum implementation and enhancing school quality. Methodology: This research employs a Systematic Literature Review using the PRISMA protocol. Data were collected from Scopus- and Sinta-indexed scholarly articles published between 2020 and 2026 on the implementation of the Kurikulum Merdeka, teacher readiness, principal leadership, school support, differentiated learning, and school quality. From an initial pool of 280 articles, 45 eligible studies were selected and synthesized to develop a conceptual SEM framework illustrating the relationships among the variables. Main Findings: Teacher readiness, principal leadership, and school support are the most influential determinants of successful Kurikulum Merdeka implementation. Furthermore, curriculum implementation functions as a significant mediating variable linking these determinants to school quality improvement. Effective implementation contributes to enhanced instructional quality, improved student learning outcomes, and stronger overall school performance. Novelty/Originality of this Study: This study presents a comprehensive conceptual SEM framework that integrates teacher readiness, principal leadership, school support, Kurikulum Merdeka implementation, and school quality improvement into a unified model. It highlights the mediating role of curriculum implementation in transforming organizational and human resource capacities into measurable school quality outcomes, while synthesizing evidence from recent literature to support future empirical SEM research in Indonesian education.
Improving Students' Learning Interest in Islamic Cultural History Through the Make a Match Cooperative Learning Model in Grade VA of MI Al-Umm: A Classroom Action Research Azizah Haya Dzakiya; Firda Amalia; Mohamad Hafizh; M Makbul; Zainal Abidin
At-Tathbīq: Journal of Education and Learning Vol. 2 No. 1 (2026): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

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Abstract

Purpose of the Study: This study aims to improve the learning interest of Grade VA students in Islamic Cultural History (SKI) at MI Al-Umm through the implementation of the Make a Match cooperative learning model. The research addresses the persistent problem of low student engagement and participation in SKI learning, examining how a structured, interactive pairing strategy can foster greater enthusiasm, active involvement, and sustained interest in the subject matter. Methodology: This research employs Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted across two cycles with two meetings in each cycle. The participants were 33 Grade VA students at MI Al-Umm. Data were collected through learning-interest questionnaires, observation sheets, documentation, and field notes. Quantitative data were analyzed using percentage techniques, while qualitative data were analyzed descriptively to capture changes in student participation and classroom dynamics throughout the intervention. Main Findings: The implementation of the Make a Match model led to a measurable improvement in students' interest in learning, rising from 69.4% in Cycle I to 80% in Cycle II. Observation results further indicated increased student participation, enthusiasm, and active engagement during learning activities. These findings demonstrate that the collaborative, game-based structure of the Make a Match model effectively stimulates motivation and creates a more participatory learning environment in Islamic Cultural History instruction. Novelty/Originality of this Study: This study provides practical evidence on the application of the Make a Match cooperative learning model in the specific context of Islamic Cultural History (SKI) at the elementary madrasah level, an area that remains underexplored in the existing literature. It offers a replicable, classroom-tested strategy for enhancing student learning interest in religious-historical subjects, providing a foundation for educators seeking active-learning alternatives to conventional, lecture-based SKI instruction.
Implementation of The Cooperative Learning Method of the Numbered Heads Together (NHT) Type to Improve PAI Learning Motivation in Fifth-Grade Students of SDN Telukjambe I Naila Waridatus Sa'adah; Najwa Aulia; Fatihul Noer Ihsan; M Makbul
At-Tathbīq: Journal of Education and Learning Vol. 2 No. 1 (2026): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

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Abstract

Purpose of the Study: This study aims to improve the motivation to learn of fifth-grade students in Islamic Religious Education (PAI) at SDN Telukjambe I by implementing the Numbered Heads Together (NHT) cooperative learning model. The research addresses the problem of low student motivation in PAI learning by examining how a structured, team-based numbering strategy can foster greater activity, responsibility, cooperation, confidence, and participation in the subject matter. Methodology: This research employs Classroom Action Research (CAR), involving researchers and teachers, conducted over two cycles, with two meetings in each cycle. The participants were 36 fifth-grade students at SDN Telukjambe I. Data were collected using observation sheets, learning motivation questionnaires, and cognitive-domain achievement tests. The data were analyzed using descriptive statistics, in which the mean and percentage of students' learning motivation scores were calculated to determine the category of motivation achieved. Main Findings: The implementation of the NHT model led to a measurable improvement in students' learning motivation, rising from an initial benchmark score of 79.4% (high) to 84.4% (high) in Cycle I and reaching 91.4% (very high) in Cycle II. These findings demonstrate that the collaborative, structured pattern of the NHT model effectively stimulates motivation and encourages students to be more active, responsible, cooperative, confident, and participatory in the learning process. Novelty/Originality of this Study: This study provides practical evidence on the application of the Numbered Heads Together (NHT) cooperative learning model in the specific context of Islamic Religious Education (PAI) at the elementary school level. It offers a replicable, classroom-tested strategy for enhancing students' motivation to learn in religious subjects, providing a foundation for educators seeking active-learning alternatives to conventional, lecture-based PAI instruction.
Toward a Synergistic Model of Outcome-Based Education and Deep Learning: Addressing Alignment Gaps, Teacher Training, and Assessment Practices Muchammad Ibnu Muzakir; Muhammad Mamduh Nuruddin; Ali Muhlisin
At-Tathbīq: Journal of Education and Learning Vol. 2 No. 1 (2026): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

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Abstract

Purpose of the Study: This study aims to develop a synergistic model integrating Outcome-Based Education (OBE) and deep learning in higher education to address persistent challenges in curriculum alignment, teacher readiness, and assessment practices. The research examines the interrelationships among Course Learning Outcomes (CLOs), Program Learning Outcomes (PLOs), teacher pedagogical competencies, and assessment models to formulate a comprehensive framework that enhances instructional quality and student learning outcomes. Methodology: This research employs a Systematic Literature Review (SLR) in accordance with the PRISMA protocol. Data were collected from Scopus and Web of Science-indexed scholarly articles published between 2015 and 2025, supplemented by seminal theoretical works. From an initial pool, 47 eligible studies were selected and thematically analyzed using open and axial coding to identify integration patterns across the curriculum design, teacher training, and assessment dimensions. Main Findings: Three critical dimensions emerged as foundational for successful OBE-deep learning integration: first, alignment between CLOs and PLOs requires a quantitative mapping matrix supported by Content Beyond the Syllabus initiatives; second, teacher training must prioritize generative pedagogical strategies and assessment literacy; third, a dynamic assessment model integrating process, summative, social, and value-added evaluations is essential. The synergistic model extends Biggs's constructive alignment by incorporating adaptive personalization and continuous feedback dimensions, which are enabled by digital technology. Novelty/Originality of this Study: This study presents a comprehensive, synergistic model that integrates OBE and deep learning paradigms into a unified framework, addressing integration gaps that have been previously unexplored in the literature. It extends constructive alignment theory by incorporating adaptive personalization and technology-enabled continuous feedback loops, and synthesizes evidence from recent international publications to provide a theoretical foundation for future empirical research in higher education curriculum reform.

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