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At Turots: Jurnal Pendidikan Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta
ISSN : 26567555     EISSN : 2747089X     DOI : 10.51468
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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 663 Documents
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Holistic curriculum management based on local wisdom in elementary education: a case study of Bukit Batu Tourism Village Siti Febrianti; Setya Raharja; Juwandi
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1110

Abstract

This research is motivated by the low integration of local cultural values in the elementary school curriculum which causes less contextual learning. The purpose of this study is to analyze the pattern of curriculum management based on local wisdom in SD Negeri 11 Bukit Batu. The research method used is qualitative with phenomenological design through interviews, observations, and documentation studies. The results of the study showed that curriculum planning was carried out in a participatory manner, the organization was focused on the division of teacher roles and activity scheduling, implementation was realized through contextual learning, P5 projects, and zapin and kompang cultural arts activities, while the evaluation emphasized the relevance of materials, methods, student involvement, facilities, and learning outcomes achievements. The novelty of this research lies in the mapping of a holistic curriculum management pattern that balances academic competence with the preservation of local culture. The conclusion shows that this model is able to increase the relevance of learning while strengthening students' character.
Analysis of the role of islamic religious education teachers in enhancing students’ critical thinking in moral learning based on the merdeka curriculum at SMP Muhammadiyah 1 Sukoharjo Sulistiawati Mawarni; Isfihani; Iffah Mukhlisah
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1112

Abstract

This study aims to analyze the role of Islamic Religious Education (IRE) teachers in enhancing students’ critical thinking skills in moral learning based on the Merdeka Curriculum at SMP Muhammadiyah 1 Sukoharjo in the 2024/2025 academic year. The focus lies on how teachers carry out their roles as demonstrators, classroom managers, mediators, and evaluators, along with the supporting and inhibiting factors influencing these roles. A qualitative approach with a case study design was employed, and data were collected through classroom observations, in-depth interviews with teachers, students, and the principal, as well as document analysis of teaching modules. The findings show that the IRE teachers’ roles are relatively effective. The Grade VII teacher was categorized as Good with an average score of 3.5, while the Grade VIII teacher was Very Good with an average score of 3.6. The roles of demonstrator and classroom manager were well executed, while mediator and evaluator roles need improvement. Supporting factors include teachers’ awareness of critical thinking, principal support, comprehensive modules, and positive student perceptions. Inhibiting factors include the dominance of lecturing, limited facilitation of discussions, and uneven student participation. The study implies that strengthening critical thinking in IRE requires comprehensive teacher roles, institutional support, and innovative teaching strategies.
Holistic qur’anic pedagogy: an alternative paradigm for islamic education amid global crises Mahrus; Ahmad Munadirin; Achmad yusuf; Camila Fatah Suroyya; Mohamad Ardin Suwandi
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1114

Abstract

This research seeks to realign Islamic education with transcendental values in the midst of the rapid flow of globalization, digitalization, and the deepening moral crisis of the younger generation. This study offers a holistic framework of Qur’anic pedagogy by integrating the epistemological, methodological, and ethical dimensions excavated from Surah al-’Alaq and Surah Luqman. Using a qualitative research design based on literature study and content analysis, Qur’anic verses are examined through linguistic and contextual studies, then associated with contemporary educational challenges. The analysis of Surah al-’Alaq emphasizes the importance of transcendental literacy as the foundation of epistemology, the role of habituation and repetition as a means of internalizing values, and the adaptation of learning media in response to technological developments. Meanwhile, Surah Luqman provides an ethical and dialogical framework that emphasizes monotheism, gratitude, persuasive communication, and overall character building. The integration of these two surahs gave birth to a Qur’anic pedagogical model that combines cognitive, moral, spiritual, and social dimensions, so that education is able to develop intellectual capacity while fostering ethical and spiritual awareness. Practically, this framework is the basis for designing a curriculum based on unity of knowledge, dialogical and experiential learning strategies, and the ethical use of digital technology to strengthen students’ critical literacy, media skills, and moral resilience. By placing Qur’anic pedagogy in the discourse of education in the 21st century, this research contributes theoretically by expanding the study of Islamic pedagogy from normative descriptions to methodological frameworks, as well as practically offering a model that can be adopted by Islamic educational institutions to produce intelligent, moral, and transcendental consciousness generations.
The role of parents in educating children on the values of religious moderation in the digital era Muchamad Rynaldi Cahyo; Muhammad Syakur; M. Jamal; Muh. Baehaqi; Sumarjoko; Husna Nashihina
At Turots: Jurnal Pendidikan Islam Vol. 6 No. 2 Desember (2024): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v6i2.1115

Abstract

The digital era poses unprecedented challenges to family resilience, particularly concerning the rapid and often unfiltered flow of religious information that potentially triggers intolerant attitudes and radicalization among the younger generation. This study aims to analyze the strategic role of parents in educating children on religious moderation values (wasathiyah) amidst the rising phenomenon of cyber-religion. Using a descriptive qualitative approach, data were collected through in-depth interviews, observations, and documentation focusing on urban Muslim families who actively engage with digital media. The findings indicate that the parental role has undergone a significant transformation from traditional educators to digital gatekeepers and providers of digital modeling. Parents internalize four foundational pillars of moderation: tolerance (tasamuh), non-violence, balance (tawazun), and an accommodative stance toward local culture. These mentoring strategies are implemented through dialogic, two-way communication rather than one-way instructions, alongside the reinforcement of the Tabayyun (information verification) principle as a crucial basis for Islamic digital literacy. However, this study also identifies a critical digital gap—a competence disparity between generations—that creates an "authority vacuum," allowing anonymous virtual religious influencers to exert greater influence over children’s mindsets than their own parents. This phenomenon is further complicated by the use of appealing visual aesthetics in radical content that targets the youth's lifestyle. The study concludes that while family is the madrasah al-ula, systemic collaboration between families, educational institutions, and the government is essential to build children's cognitive resilience against digital radicalism. These findings suggest that digital literacy policies must integrate religious moderation values to effectively safeguard the social-religious identity of the next generation in a globalized digital landscape.
Addie-based development of islamic religious education learning videos for students at madrasah aliyah daarul khair, north lampung Imam Aris Faisal; Romi Ma’ali; Pepen Supendi; M. Nasir; Yuyun Yuningsih
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1117

Abstract

This study aims to develop video-based learning media for the Islamic Religious Education (Pendidikan Agama Islam/PAI) subject to improve students’ understanding at Madrasah Aliyah Daarul Khair, North Lampung. The research was motivated by students’ low learning interest in PAI, which is often perceived as monotonous and less engaging. This study employed a Research and Development (R&D) approach using the ADDIE development model, consisting of the stages of Analysis, Design, Development, Implementation, and Evaluation. The development process involved validation by subject matter experts and media experts using structured validation instruments. The validation results showed an average score of 4.5 out of 5 from subject matter experts and 4.6 out of 5 from media experts, indicating that the learning video is highly valid and feasible for instructional use. The implementation stage involved X and XI students of Madrasah Aliyah Daarul Khair, and the results demonstrated a significant increase in students’ learning interest and understanding after using the video-based media. Therefore, the developed learning video can be considered an effective alternative learning medium for enhancing the quality of Islamic Religious Education at the Madrasah Aliyah level.
Islamic education teachers’ strategies in countering digital radicalism among students at smk 17 parakan Ahmad Saichu; Luluk Ifadah; Ana Sofiyatul Azizah; Tsabita Nur Azizah; Husna Nashihin
At Turots: Jurnal Pendidikan Islam Vol. 5 No. 1 Juni (2023): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v5i1.1118

Abstract

The phenomenon of the spread of radical ideologies through digital media has become a real challenge in the field of education, particularly among students who lack a mature ideological filter. Students at SMK 17 Parakan are among the vulnerable groups exposed to exclusive and intolerant religious narratives disseminated through various digital platforms. This study aims to identify the forms of digital radicalism circulating among students, examine the challenges faced by Islamic Education (PAI) teachers in addressing it, and explore the strategies used to instill the values of religious moderation.This research employed a phenomenological approach to understand the lived experiences of PAI teachers in dealing with digital radicalism, using a qualitative case study design. Primary data were obtained from PAI teachers, while secondary data were sourced from books, school archival documents, and scholarly journals. Data were collected through in-depth interviews, observation, and documentation. The data analysis process consisted of data collection, reduction, display, and conclusion drawing/verification. Data triangulation, involving sources and methods, was used to ensure validity.The findings reveal that forms of digital radicalism recognized by students include symbols of violence, intolerance toward diversity, and exclusive religious doctrines. PAI teachers face challenges such as limited digital literacy, social and psychological pressures, and curriculum content that is less responsive to contemporary religious issues. Strategies implemented include strengthening digital literacy, integrating counter-radicalism content contextually into teaching materials, and internalizing the values of religious moderation such as tawassuth (moderation), tasamuh (tolerance), and tawazun (balance).The study concludes that adaptive and reflective teacher strategies, grounded in the direct experiences of teachers and students, can foster critical awareness of digital radicalism and cultivate inclusive religious character. Utilizing digital media as a means of promoting moderate religious education serves as an important innovation in contextual learning in the digital era.
The management of special job placement agencies (bkk) to improve graduate absorption in the labor market at smk negeri 1 pangandaran and smk negeri 1 padaherang, pangandaran regency Finsa Muhammad Pratama; Ricky Yoseptry
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1124

Abstract

This research is motivated by the role of the Special Job Placement Agency (Bursa Kerja Khusus/BKK), which is reinforced by the Regulation of the Minister of Education and Culture Number 34 of 2018 on Vocational-Based Education, emphasizing the importance of integrating education with the business and industrial sectors. Through the BKK, students are expected to gain access to job vacancy information, skills training, and facilitation of recruitment processes by companies. The objective of this study is to describe and analyze the management of BKK at SMKN 1 Pangandaran and SMKN 1 Padaherang in Pangandaran Regency, with a focus on the implementation of the POAC management functions (Planning, Organizing, Actuating, Controlling) in enhancing graduates’ employability. This study employs a descriptive qualitative approach with data collected through interviews, observations, and document analysis. The findings indicate that BKK planning is carried out systematically and based on labor market needs analysis, involving both internal school stakeholders and external partners from the business and industrial sectors. The organizational structure is clearly defined, with task distribution aligned to competencies, ensuring effective and well-directed program implementation. The execution of activities includes career days, soft skills training, CV preparation, interview simulations, industrial visits, and entrepreneurship training. Supervision is conducted regularly through internal evaluations and external monitoring by the Education Office and the Manpower Office, leading to continuous improvement. Despite differences in strategies resulting from geographical conditions and partner industry potential, both BKKs share a common commitment to improving graduates’ employability.
Implementation of the full‑day school model to enhance akidah akhlak instruction at Madrasah Aliyah Negeri 2 Surakarta Solekhah Nur Afifah; Meti Fatimah
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1125

Abstract

This study investigates how a Full‑Day School (FDS) model improves learning outcomes in the Islamic Creed and Morals (Akidah Akhlak) subject at MAN 2 Surakarta. Using a qualitative single‑case/ethnographic design, data were gathered from school leaders, the vice‑principal for curriculum, Akidah Akhlak teachers, and students through participant observation, semi‑structured interviews, and document analysis (lesson plans, schedules, portfolios). Data were analysed using the Miles–Huberman framework, with credibility ensured through triangulation, member checking, and an audit trail. The findings indicate that FDS converts extended school hours into high‑quality learning experiences through an integrated curriculum and daily religious routines, diversified pedagogies, and multi‑domain formative and summative assessment. Positive impacts emerge in the cognitive (concept mastery and theological reasoning), affective (habituated worship and manners), and psychomotor (worship and recitation skills) domains. The magnitude of these impacts is moderated by facilities readiness, humane time management, and teachers’ pedagogical competence. Practical implications include block scheduling, structured repertoires of methods, three‑domain rubrics, and sustained teacher development; future research should incorporate longitudinal quantitative measures.
Effectiveness of Academic Supervision by Principals in Improving Teacher Professionalism and Learning Quality Hamdan Fathurrohman; Iskandar Mirza
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.1126

Abstract

Academic supervision is a crucial instrument for school principals in enhancing teacher professionalism. This study aims to analyze the planning, implementation, and supporting as well as inhibiting factors of academic supervision at SMP Pasundan Tanjungsari and SMP Plus Persatuan Islam Tanjungsari. A qualitative approach with a comparative case study design was employed, using interviews, observations, and document analysis. The findings show that at SMP Pasundan, 78% of teachers felt actively involved in planning through collaborative forums, while at SMP Plus Persatuan Islam, 90% of decisions were made hierarchically by the principal. The implementation of clinical supervision at Pasundan improved teachers’ classroom management and technology integration skills (85% of teachers), whereas the directive approach at Persatuan Islam increased compliance with standards (92% of teachers met the minimum competency criteria) but was less effective in fostering pedagogical innovation. Supporting factors included budget allocation and religion-based mentoring, while key challenges were principals’ administrative burdens (35% of their time) and resistance from senior teachers (18% of cases). This study proposes an adaptive hybrid model of supervision that combines collaborative and directive approaches based on teachers’ professional competence and school context
Integrating Neuroscience Principles into Islamic Religious Education in Elementary Schools Muhamad Dani Suherman; Usep Suherman
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.1127

Abstract

Islamic religious education in schools often faces challenges in fostering students’ interest, engagement, and deep comprehension of abstract religious concepts. Responding to this issue, the present study investigates the development and implementation of a neuroscience learning model in Islamic religious education at SDN Wangiwisata Majalaya, Bandung Regency. The main objective was to examine how neuroscience-based approaches can enhance students’ understanding, motivation, and appreciation of religious values while also identifying challenges and opportunities in its application.This research employed a qualitative case study design. Data were collected through classroom observations, in-depth interviews with teachers and students, and documentation analysis of curricula, teaching materials, and evaluation records. The data were analyzed using a descriptive qualitative approach involving reduction, categorization, presentation, and interpretation to uncover recurring themes and patterns related to the integration of neuroscience in learning. The findings demonstrate that the neuroscience learning model has a significant impact on both cognitive and affective domains of learning. About 85% of students reported increased interest in religious lessons, while classroom engagement levels rose by approximately 30%. Furthermore, students’ average final exam scores increased by 25% compared to the previous year, indicating measurable academic improvement. Interviews revealed that students found it easier to relate religious concepts to daily life when taught through neuroscience-based strategies such as visualization, storytelling, and experiential learning. Teachers also acknowledged positive shifts in classroom dynamics, with students showing greater collaboration, confidence, and willingness to apply religious values in practice. However, challenges were identified, including limited teacher knowledge of neuroscience principles, inadequate availability of supporting teaching materials, and the need to align methods with diverse student learning styles. The study concludes that integrating neuroscience principles into Islamic religious education is highly relevant in modern schooling. It provides a scientifically grounded, innovative model that enriches religious instruction, supports deeper value internalization, and creates a more inclusive learning environment. To maximize its potential, professional development programs for teachers and systematic curriculum adjustments are essential.

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