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asir Sidiq
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Profetika: Jurnal Studi Islam
Published by Universitas Muhammadiyah Surakarta
ISSN : 14110881     EISSN : 25414534     DOI : 10.23917
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Profetika: Jurnal Studi Islam is a scientific journal published by the Postgraduate Program of Universitas Muhammadiyah Surakarta. It aims to serve as an academic platform for publishing original and innovative research findings in the field of Islamic Studies. The primary focus of this journal is to support the achievement of the Sustainable Development Goals (SDGs) through multidisciplinary and interdisciplinary studies related to Islamic Studies.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 243 Documents
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Coaching-Mentoring Supervision in Islamic Education: Enhancing Teaching Quality for the SDGs Rina Murtyaningsih; Yeri Utami; Neil C. Cranston
Profetika: Jurnal Studi Islam Vol. 26 No. 03 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i03.16178

Abstract

Objective: This study aims to analyse the effectiveness of coaching-mentoring-based IRE teaching supervision in improving the quality of teachers' teaching practices. The focus of the research includes strengthening teachers' pedagogic and spiritual competence as well as changing supervisory relationships to collaborative. This study is also linked to the achievement of SDG 4 on quality education. Theoretical framework: This research is based on the theory of empowerment supervision, reflective learning, and continuous professional development. The coaching-mentoring approach is understood as a dialogical supervision strategy that places the teacher as a reflective partner. This framework is in line with SDG 4.c and SDG 4.7 in the context of Islamic education. Literature review: The literature shows that traditional evaluative supervision is less effective in encouraging changes in teachers' teaching practices. The coaching and mentoring approach has been proven to increase reflection, collaboration, and pedagogic innovation. However, the study of IRE supervision based on coaching-mentoring that is integrated with the SDGs is still limited. Methods: This study uses a qualitative approach with a case study design. Data was collected through interviews, observations, and documentation at SMK Muhammadiyah 1 Blora. The analysis was carried out thematically. Results: The results showed that coaching-mentoring supervision improved teacher reflection, pedagogic and spiritual competence, and authentic assessment practices. The supervisor-teacher relationship has become more collaborative and supportive. This approach also builds a collaborative and sustainable school culture. Implications: Effective coaching-mentoring supervision as a model of professional development of IRE teachers. This approach needs to be integrated into the school supervision system. This model supports the achievement of SDG 4. Novelty: This research integrates coaching-mentoring-based IRE supervision with the perspective of SDGs. Focus on pedagogic and spiritual development at the same time. This model is relevant for continuous Islamic education.
Strengthening Santri Engagement with Turats for SDGs: The Role of IRE Teachers Muhammad Rizqi; Muhammad Isa Anshory; Edwards Geraldine
Profetika: Jurnal Studi Islam Vol. 25 No. 03 (2024): Profetika Jurnal Studi Islam 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v25i03.16199

Abstract

Objective: This study aims to examine and understand the strategic role of Islamic Religious Education teachers in increasing interest in reading classical books in students at the Imam Bukhari Islamic Boarding School in Karanganyar, particularly in supporting the achievement of the SDGs through quality and inclusive religious education. Theoretical framework: this study is based on the theory of the role of educators as facilitators, motivators, and mentors in religious education, as well as the concept of learning interests in the context of traditional Islamic education aligned with SDGs principles. Literature review: includes a study of the importance of classical books in the pesantren tradition, the challenges of modernization of the reading culture of students, and the role of teachers in facilitating religious learning within the framework of SDGs-based education. Method: used a qualitative approach with a descriptive method, where data is collected through observation, in-depth interviews with teachers and students, and documentation of learning activities. Results: research shows that teachers have a central role in fostering students' interest through a personal approach, strengthening religious values, integrating traditional and modern teaching methods, and providing consistent motivation to support sustainable educational development. Teachers also contribute to creating a conducive learning atmosphere and establishing close relationships with students. Implications: these findings emphasize the importance of training and strengthening the capacity of teachers to carry out their role effectively in the preservation of classical Islamic literature and the formation of students’ character in line with SDGs Goal 4 (Quality Education). Novelty: This study emphasizes integrative strategies carried out by Islamic Religious Education teachers in the context of modern Islamic boarding schools contributing to SDGs discourse, which have not been widely revealed in previous studies.
Integrating SDGs into Islamic Religious Education Curriculum Development for Religious Character Formation Yusi Tri Hastuti; Meti Fatimah; Nana Abdul Aziz; Njoku Ifeanyi Daniel
Profetika: Jurnal Studi Islam Vol. 25 No. 03 (2024): Profetika Jurnal Studi Islam 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v25i03.16200

Abstract

Objective: This study aims to analyze the implementation of Islamic Religious Education (IRE) curriculum development in shaping students’ religious character at SMPN 3 Sukoharjo, in alignment with Sustainable Development Goals (SDG) 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). Theoretical framework: The theoretical framework is grounded in character education theory and Islamic pedagogical principles, emphasizing the role of curriculum and teacher behavior in moral development. Literature review: A review of relevant literature highlights the importance of curriculum-based strategies and educator modeling in fostering religious values among adolescents, yet it also identifies a gap in integrating these practices with global education standards such as the SDGs. Methods: Using a qualitative approach with a case study design, this research involved Islamic religious education teachers as key informants. Data were collected through triangulated methods: in-depth interviews, direct observation, and documentation analysis. The findings reveal that curriculum development is implemented through two major strategies: (1) the structured application of the IRE curriculum across both intracurricular and co-curricular programs, and (2) the embodiment of Islamic values by teachers as moral exemplars in everyday school life. Results: Curriculum content is enriched with school values and integrated with the institutional vision and mission, while character-building is reinforced through daily routines, religious practices, and continuous evaluation. Teacher role modeling significantly contributes to students’ character formation by providing tangible and consistent examples of religious conduct, creating a cohesive educational environment. Implications: The implications of this study emphasize the importance of integrating value-based education into national curricula as a sustainable pathway for character development. This approach not only supports the goals of national education but also contributes to the global agenda for sustainable and inclusive education. Novelty: The novelty of this study lies in its contextualized integration of Islamic education curriculum strategies with SDG frameworks, offering a model for religious character development that is both locally rooted and globally aligned.

Page 25 of 25 | Total Record : 243

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