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At Turots: Jurnal Pendidikan Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta
ISSN : 26567555     EISSN : 2747089X     DOI : 10.51468
Core Subject :
At Turots is a Journal of Islamic Education with P-ISSN: 2656-7555 / E-ISSN: 2774-089X , published biannually in June and December. Copyright belongs to the authors. This journal contains research findings, developments, and Islamic studies. It is published by the Madani Islamic Education College in Yogyakarta as a means of intellectual communication between the faculty members of STIT Madani Yogyakarta and other academicians. Articles to be received and published in the At-Turots : Jurnal Pendidikan Islam are included in the scope of: Education Science, The Islamic Education Science, Educational Psychology, Learning Psychology, Educational Philosophy, Islamic Educational Philosophy, Lesson Plan, Lesson Design, Lesson Media, Development of Resources and Learning Media, Learning Theory of Islamic Education, Learning Strategies of Islamic Education, Islamic Education Curriculum Development, Objectives and Evaluations of Educational Curriculum, Tafsir Tarbawi, and Hadist Tarbawi.
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Articles 62 Documents
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Search results for , issue "in press" : 62 Documents clear
The Effectiveness of the Student Facilitator and Explaining Learning Model in Improving Students' Learning Engagement in Islamic Religious Education Arum Nuzulur Rohmah; Rosidi Rido; Abdul Aziz
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam (Articles in Press)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1626

Abstract

The Islamic Religious Education (PAI) learning process is often dominated by conventional teacher-centered methods, resulting in low student engagement and activeness in the classroom. To address this problem, an innovative learning model is needed that shifts the focus of learning to the students (student-centered), one of which is the Student Facilitator and Explainer (SFAE) model. This study aims to analyze and identify the effectiveness of implementing the SFAE learning model in increasing student learning activeness, specifically in Islamic Religious Education. This study used the Systematic Literature Review (SLR) method. The data collection process was carried out by screening and analyzing relevant scientific articles from 2020 to 2025 that examined the implementation of the SFAE model in Islamic Religious Education learning clusters such as Fiqh, Akidah Akhlak, and Al-Qur'an Hadith. The findings from the literature review indicate that the SFAE model has been significantly effective in boosting student learning activeness in the classroom. The transformation of students' roles into facilitators who re-explain material to their peers encourages dynamic, communicative, and collaborative learning interactions. Students have been shown to be more confident in discussions, asking questions, responding to stimuli, and presenting their thoughts. Furthermore, this increased activeness is directly proportional to strengthened motivation, self-confidence, and critical thinking skills, and has a positive impact on achieving optimal cognitive learning outcomes. Therefore, the SFAE learning model is a highly valid and effective innovative strategy for transforming Islamic Religious Education (PAI) learning environments to be more interactive, participatory, and student-centered.
Bahasa Inggris Rahmadi Agus Setiawan
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam (Articles in Press)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1651

Abstract

The construction sector in Indonesia faces an ethical crisis spanning structural failures that endanger life, pervasive corruption, and ecological degradation, problems that are fundamentally moral rather than merely technical. Islamic Religious Education (PAI) in public universities is institutionally positioned to address this crisis, yet in engineering faculties it remains normative-textual and epistemologically isolated from students' technical disciplines. This study aims to reconstruct an integrated PAI-STEAM curriculum for civil engineering programs by operationalizing the maqāshid al-sharīʿa as an ethics of infrastructure engineering aligned with global accreditation standards. Employing qualitative library research with a philosophical-hermeneutic approach, the study analyzes Islamic juridical sources and engineering-accreditation documents through transdisciplinary content analysis and creative synthesis. The study yields three principal results. First, integration requires dissolving the dichotomy of knowledge at the epistemological level, repositioning engineering laws as sunnat Allāh and the STEAM "Arts" component as an axiological gateway for ethical values. Second, the five maqāshid pillars (hifdz al-nafs, hifdz al-bīʾah, hifdz al-māl, hifdz al-ʿaql, and hifdz al-dīn) map onto assessable engineering domains that correspond directly to IABEE accreditation criteria, consolidated in a Complementarity Matrix. Third, an Integrated Project-Based Learning model (IPBL-OBE), anchored in a Green Eco-Mosque capstone project, translates these correspondences into measurable graduate outcomes. The study contributes a novel epistemological framework and a ready curriculum template, repositioning PAI from an accreditation-neutral formality into a substantive accreditation asset. The proposed framework is intended to serve as a practical reference for curriculum developers, PAI lecturers, and engineering faculty seeking to design accreditation-aligned, values-based learning experiences, while acknowledging that its pedagogical claims await empirical validation.

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