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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 663 Documents
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Analysis of the written curriculum, actual curriculum, and hidden curriculum and their integration into education and teaching Malik Simanullang; Fauzan; Bobi Erno Rusadi
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.v7i2.1138

Abstract

Abstract: This study aims to analyze various forms of curriculum related to Islamic religious education through a comprehensive approach, including the written curriculum, actual curriculum, and hidden curriculum. Then this research also analyzes how the three forms of curriculum are integrated into the learning process so that they can achieve learning objectives. This approach is very important in understanding how the curriculum is formally designed, actually implemented in the field, and then the unofficial values that participate in shaping students learning experiences. Because we have observed in many schools that many educators still do not understand the division of curriculum forms, so they are confused about their implementation in the field. This study not only describes the forms of curriculum textually, but in this study the author attempts to explain the forms of curriculum contextually so that readers can delve deeper into the forms of curriculum. The method used is descriptive qualitative literature study or library research, and analyzing journal documentation, articles related to the discussion. The results of this study indicate that the written curriculum, actual curriculum, and hidden curriculum must be integrated with each other for maximum learning achievement, so that both students and teachers can easily carry out the learning process. Therefore, this study explains that the written curriculum is the formal curriculum, and the actual curriculum is the implementation of the formal curriculum, and the hidden curriculum is a supporting aspect that is not explicit, but has an influence the shape of student character. Hopefully, this research is expected to contribute so that we can see the development of an effective and relevant curriculum according to the needs of students. Therefore, academics and aducational staff can maximize the implementation of the curriculum comprehensively.
VALUE-ORIENTED HUMAN RESOURCE MANAGEMENT: SUSTAINABLE LOYALTY IN EDUCATIONAL ORGANIZATIONS Iman Subasman; Bambang Firmansyah
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.v7i2.1140

Abstract

Low employee loyalty and value internalization are still important issues in human resource management. Human resource value is a crucial factor in creating a good working climate. This study aims to analyze how value-oriented HR management shapes sustainable loyalty in the context of educational organizations. The approach used is qualitative, with data collection techniques through in-depth interviews, observation, and documentation studies in 17 secondary schools in West Java Province. The main findings show that employee loyalty is formed through a synergy between internalisation of organisational values, exemplary leadership, a comfortable working atmosphere, and a strong organisational culture. Values such as honesty, responsibility and sincerity drive employees' emotional attachment, which is strengthened by a supportive work climate and fair leadership. It was concluded that values-based HRM supports institutional stability and creates loyalty that grows naturally and sustainably. The results are useful for managers of educational institutions to design value-oriented HR development strategies, as well as build organizational culture
Reinforcement Pendidikan Multikultural Dalam Kurikulum Islam Modern Melalui Pembelajaran Akidah Akhlak Di MTs Nizamia Wiwit Aprilia; Ahmad Marzuki
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.v7i2.1141

Abstract

This study will eixploirei thei moideirn Islamic eiducatioin curriculum baseid oin multicultural valueis at MTs Nizamia. This madrasah is uniquei in its streingtheining oif multicultural eiducatioin by proividing meianingful eixpeirieinceis toi studeints throiugh croiss-cultural inteirnatioinal visits toi Malaysia and Singapoirei. This study aims toi eixaminei hoiw thei moideirn Islamic eiducatioin curriculum is impleimeinteid in Akidah Akhlak leiarning at MTs Nizamia toi streingthein studeints' multicultural attitudeis and hoiw multicultural eiducatioin is streingtheineid throiugh Akidah Akhlak leiarning at MTs Nizamia. This study useid a qualitativei meithoid with a casei study approiach. Data coilleictioin was coinducteid throiugh classroioim oibseirvatioin, in-deipth inteirvieiws with teiacheirs and studeints, and analysis oif leiarning doicumeints. Thei data analysis teichniquei useid was baseid oin thei Mileis and Hubeirman moideil, nameily data reiductioin, data preiseintatioin, and coinclusioin drawing. Thei reisults oif thei study indicatei that thei moideirn Islamic eiducatioin curriculum at MTs Nizamia is deisigneid in an inteigrativei manneir by coimbining Islamic valueis, multicultural principleis, and a cointeixtual approiach. Teiacheirs usei activei leiarning meithoids, such as groiup discussioins, simulatioins, soicial casei studieis, and direict practicei in schoioil and coimmunity lifei.  This has proivein eiffeictivei in shaping studeints' inclusivei attitudeis, mutual reispeict foir diffeireinceis, and maintaining proipeir eitiqueittei whein inteiracting with varioius groiups. This study coincludeis that thei moideirn Islamic eiducatioin curriculum has greiat poiteintial in shaping studeints' multicultural characteir if impleimeinteid coinscioiusly and systeimatically in thei leiarning proiceiss. Reicoimmeindatioins arei direicteid toiward streingtheining teiacheirs' capacitieis and deiveiloiping leiarning meidia oirieinteid toiward valueis oif diveirsity.
Strategic management of digital transformation in aqidah akhlak learning at islamic senior high schools Ahmad Najih Musoffa Fuadi; Arim Irsyadulloh Albin Jaya; Dyah Ayu Fitriana; Ibrahim bin Salem
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.v7i2.1142

Abstract

Technological developments encourage Islamic educational institutions to adopt digital learning models that remain grounded in Islamic values. This study examines the strategic digital transformation in the management of Aqidah Akhlak learning at Madrasah Aliyah Sunniyyah Selo. The research problem arises from the gap between the growing discourse of digital learning and its limited managerial implementation in Islamic educational institutions. Guided by organizational change theory and Islamic educational management principles, the study seeks to answer how digital transformation can be strategically formulated, implemented, and evaluated within the context of Aqidah Akhlak learning. Using a qualitative field research approach, data were collected through interviews, observations, and document analysis involving teachers, principals, and digital teams.  The validity of the findings was tested through source triangulation. The findings reveal that the transformation process follows three key stages formulation, implementation, and evaluation supported by stakeholder collaboration and continuous improvement cycles. This digital transformation also shifted classroom interaction, positioning teachers as facilitators and students as active participants.   The study reveals that effective digital transformation requires managerial alignment between leadership vision, teacher competence, and technological infrastructure. Theoretically, the study contributes to the literature on Islamic value-based digital learning by integrating managerial and pedagogical dimensions. Practically, it provides actionable insights for teachers, principals, and policymakers at the Ministry of Religious Affairs (Kemenag) on how to manage digital transformation effectively while preserving Islamic values. This research underscores that successful digitalization in Islamic education requires not only technological readiness but also moral, spiritual, and strategic alignment across institutional levels.
Kahoot-based interactive game management in ipas learning to enhance students’ learning motivation Yani Rahmawati; Endang Komara
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.v7i2.1145

Abstract

Learning in elementary schools is still dominated by conventional methods that make students passive and less motivated, especially in Ilmu Pengetahuan Alam dan Sosial (IPAS) subjects. This study aims to describe the application of Kahoot with the Plan–Do–Check-Act (PDCA) framework and analyze its influence on students' learning motivation. The study uses a phenomenological qualitative approach with the subjects of teachers and grade V students at SDN Leuwiorok and SDN Palasari, Sukabumi Regency. Data were obtained through participatory observation, in-depth interviews, and documentation, then analyzed with the Miles and Huberman model and tested for validity through triangulation of sources and methods. The results show that the integration of Kahoot in PDCA results in more systematic planning, the implementation of interactive learning, reflection-based evaluation, and continuous follow-up. Students showed increased enthusiasm, active participation, and motivation to learn compared to conventional methods. These findings confirm the novelty that Kahoot not only serves as an evaluation medium, but can also be integrated as an innovative, fun and supportive learning management instrument for 21st century skills.
Extracurricular management and student learning motivation: a comparative study of senior high schools in indonesia Supatmin; Ayi Najmul Hidayat
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.v7i2.1146

Abstract

This study examines the effectiveness of extracurricular activity management in enhancing students’ learning motivation through a comparative analysis of two educational approaches, using the Plan-Do-Check-Act (PDCA) cycle framework and Self-Determination Theory. A comparative descriptive qualitative study was conducted at SMA Negeri 5 South Tangerang (conventional school) and SMA Dharma Karya Open University (open education system) during July–September 2025. Data were collected through in-depth interviews, participatory observations, and document analysis involving 45 participants, including principals, extracurricular coordinators, supervisors, and students. The findings indicate that both schools positively influenced students’ motivation with distinctive characteristics: the conventional school achieved higher participation (85%) and better academic performance (average 84.2 vs. 78.6), while the open system school, despite lower participation (45%), fostered stronger intrinsic motivation and higher quality motivational scores. These results highlight that PDCA-based management, when adapted to institutional contexts, is a key factor for developing sustainable and responsive extracurricular programs that optimize students’ learning motivation
Dialogical Parenting in the Qur'an: A Literature Review on Transformative-Prophetic Character Education Ashief El Qorny; Ayatullah El Haqqi; M. Jamal; Muhammad Syakur; Sumarjoko; Husna Nashihin
At Turots: Jurnal Pendidikan Islam In Press
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v6i1.1148

Abstract

This research aims to construct a transformative and prophetic model of children's character education, based on the dialogue of Nabawiyah's parenting as reflected in the Qur'an. Using a qualitative research method based on library research within the framework of a critical paradigm, this study analyzes several verses that contain the dialogue of the Prophets with their children (such as the dialogue of Ibrahim and Ismail in QS. As-Shaffat: 102, Nuh with his son in QS. Hud: 42–43, Ibrahim with Azar in QS. Maryam: 42–47, Luqman with his son in QS. Luqman: 13–19, and others). Hermeneutic analysis and critical discourse are applied to synthesize the pedagogical values of these texts. The study's results identified six models of educational dialogue: moral awareness, preventive ethics, spiritual intimacy, transmission of universal values, ideological criticism, and cross-generational inheritance of faith. These findings criticize normative approaches in Islamic education that tend to ignore children's participation and reflection. This study contributes to developing a dialogical, participatory, and prophetic Islamic character education framework relevant to the principles of contemporary critical pedagogy.
PENERAPAN STRATEGI PEMBELAJARAN UNTUK MENINGKATKAN MINAT MEMBACA SISWA Umi Fitri Lestari; M. Dwi Rahman Sahbana; Syaiful Dinata; Yelykha Henirayuza Nst; Fatoni Achmad; Mar’atun Sholiha; Mowafg Abrahem Masuwd
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.v7i2.1150

Abstract

This study aims to increase reading interest and strengthen moral values ​​in students of SMPN 3 Tempuling through a learning approach using illustrated fairy tales and folk tales. This strategy was designed in response to the low literacy skills and weak character building in elementary school students in rural areas. This study used the Classroom Action Research (CAR) approach model Kemmis and McTaggart which consists of four cycles: planning, action implementation, observation, and reflection. The results of the implementation showed that the application of illustrated fairy tales and local folk tales was able to significantly increase students' interest in reading, including those who were not previously fluent readers. Reading interest scores increased between 20% and 44%. The visualized stories were also able to evoke emotional responses in students and instill character values ​​such as honesty, empathy, responsibility, and cooperation. This strategy is considered appropriate to the local socio-cultural context and able to reach all students comprehensively and inclusively. Therefore, this local story and visual media is recommended as an alternative learning approach to develop literacy and character at the elementary school level.
Islamic religious education and the internalization of religious moderation values among students: Literature review Anhar; Irsyadunnas; Muhamat Khoirisun; Makhrus Ali; Siti Afifatun
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.v7i1.1152

Abstract

This study analyzes the internalization of religious moderation values in Islamic education through a systematic literature review of 15 scientific publications from 2021-2025. Religious moderation in Islamic education context represents a multidimensional construct integrating socio-religious, cultural, and practical implementation aspects. Findings reveal that value internalization requires multifaceted strategies including structured learning programs, extracurricular activities, school environment optimization, and inclusive religious activities. Educational leadership quality and teachers' pedagogical competence serve as mediators in the relationship between moderation curriculum and tolerant character formation. Religious moderation implementation shows varying effectiveness: elementary education 75%, secondary 80%, and higher education 85%. Local socio-cultural contextual factors moderate the effectiveness of internalization programs. Critical thinking development, pedagogical reform, and digital technology integration become crucial elements in realizing moderate Islamic education responsive to contemporary radicalism challenges.
PAI Teacher's Strategy in Implementing KMA No. 347 of 2022 at MAN 2 Langkat Tanjung Pura Muamar Al Qadri; Sufriansyah; Muhammad Rizaldi
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.v7i2.1153

Abstract

This study aims to describe the strategies of Islamic Religious Education (PAI) teachers in implementing Minister of Religious Affairs Decree (KMA) No. 347 of 2022 at MAN 2 Langkat Tanjung Pura. This regulation served as the foundation for the implementation of the Merdeka Curriculum in piloting madrasahs, emphasizing learning outcomes, teacher autonomy in formulating learning objectives, and the use of more varied assessments. Although KMA No. 347 has now been replaced by KMA No. 450 of 2024, its implementation still provides valuable experiences for PAI learning practices in madrasahs. This research employed a qualitative approach with structured interviews conducted with the principal, vice principal of curriculum affairs, and PAI teachers. The collected data were analyzed thematically to identify patterns of implementation strategies, learning innovations, and challenges encountered. The findings reveal that the school supported teachers through policies, training, and supervision in implementing the regulation. At the curriculum level, teaching instruments such as teaching modules, annual programs, and semester programs were developed in accordance with the regulation and tailored to the needs of PAI subjects. Teachers applied collaborative learning, problem-based learning, and project-based learning strategies to foster students’ critical thinking, communication, and collaboration skills. Assessment was carried out holistically through diagnostic tests, formative assessments, attitude observations, and learning reflections. Innovations included the use of digital media, storytelling, and the integration of religious activities beyond the classroom. The main challenges comprised limited facilities, the readiness of senior teachers to adapt to technology, and students’ mindsets still accustomed to traditional learning patterns. In conclusion, the implementation of KMA No. 347 at MAN 2 Langkat Tanjung Pura successfully encouraged PAI learning that is more independent, innovative, and oriented toward character development. Keywords: Teacher strategies, Islamic Religious Education, KMA No. 347 of 2022, Merdeka Curriculum, MAN 2 Langkat

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