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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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Pemikiran Al-Ghazali dalam filsafat pendidikan Islam: relevansi untuk pendidikan dasar Nur Hidayat; Yusuf Rendi Wibowo; Fatonah Salfadilah; Mazaya Rahma Maryam
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.v7i2.1180

Abstract

This study aims to analyze Al-Ghazali's thought in Islamic education philosophy and its relevance to contemporary basic education. The research focuses on Al-Ghazali's educational epistemology, its Sufistic-ethical-integrative character, and its practical implications for student character formation. The method used is library research with a philosophical-hermeneutic approach, which involves reading, interpreting, and contextualizing Al-Ghazali's classical texts particularly Iḥyā’ ‘Ulūm al-Dīn and Ayyuhā al-Walad within the framework of modern basic education needs. The findings indicate that Al-Ghazali's thought emphasizes education as a means of moral perfection through the integration of intellect, heart, and behavior. The methods he proposes include role-modeling (uswah), habituation (ta‘wīd), admonition (mau‘iẓah), self-reflection (muhāsabah), and the control of base desires. In the context of contemporary basic education, these ideas are relevant to concepts of character building, reflective education, and holistic learning models, as emphasized in Indonesia's Kurikulum Merdeka (Emancipated Curriculum). However, a limitation of Al-Ghazali's thought is its lack of attention to modern science and technological literacy. Therefore, integrating Al-Ghazali's Sufistic-ethical thought with contemporary pedagogy such as humanistic, constructivist, and holistic education approaches is necessary to develop a basic education model that balances morality, spirituality, and 21st-century competencies.
Implementasi penguatan pendidikan karakter berbasis ismuba di smp muhammadiyah 1 depok Tri Mulyanto; Dwi Noviatul Zahra
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.v7i2.1181

Abstract

This research aims to analyze the implementation of strengthening character education based on ISMUBA (Al-Islam, Muhammadiyah, and Arabic) at SMP Muhammadiyah 1 Depok Yogyakarta, as a model for implementing character education that is integrated with Islamic values. The research background originates from the phenomenon of fading national and moral values ​​among students due to globalization. This research uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. Research subjects included school principals, deputy principals, ISMUBA teachers, and students. The research results show that strengthening character education is carried out through collaboration between schools, parents, and the community with an integrative-holistic approach. Program implementation includes religious and social activities such as social service, completing iqra' reading, class recitation, donations, zakat, as well as familiarization with religious values ​​through 5S culture (greeting, saying hello, smiling, being polite). The novelty of this research lies in the ISMUBA-based character strengthening model, which integrates Islamic values ​​in all aspects of school activities as a strategy to shape students' religious, disciplined, and socially caring character. These findings have implications for the development of a character education model based on Islamic values ​​that can be adapted by Muhammadiyah schools and other Islamic educational institutions.
Implementation of the steam learning model in pgmi on the creativity of prospective students of madrasah ibtidaiyah teachers at stai al hikmah tanjung balai: A descriptive qualitative study Intan Rahmadania; Irmayanti Mangunsong
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.v7i2.1182

Abstract

This paper aims to analyze the implementation of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning model in enhancing the creativity of students in the Elementary School Teacher Education Program (PGMI) of STAI Al Hikmah Tanjung Balai. The background of this research is based on the need to strengthen the creativity of prospective MI teachers so they are able to design innovative and relevant learning to meet the demands of the digital era. This research uses a descriptive qualitative approach through observation, interviews, and documentation of lecturers and students who attended STEAM-based lectures. The results show that the implementation of STEAM learning can improve students' creative thinking, collaborative thinking, and problem-solving skills through project activities that integrate elements of science, technology, arts, and mathematics in the context of Islamic education. Lecturers act as facilitators who encourage the exploration of students' ideas, while supporting factors for implementation include the availability of digital media and institutional support; while constraints include limited facilities and lecturers' readiness in cross-disciplinary integration. Overall, this research contributes to strengthening the theoretical and practical foundations of STEAM implementation in Islamic higher education and provides implications for the development of a more innovative PGMI curriculum to foster creativity and professional readiness of prospective MI teachers.
Improving the Quality of Islamic Religious Education Through Integration Madrasah Diniyah in Formal Schools Muh. Syafiun Nuroyn; Muhammad Fatchur Rochim; Imam Syafi'i
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): 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.v8i1.1183

Abstract

This research comprehensively discusses the integration of Madrasah Diniyah in an effort to improve the quality of Islamic Religious Education (PAI) at Khazanah Ilmu Elementary School, Sidoarjo. The primary focus of this study is the implementation of Madrasah Diniyah within the school environment and its role in strengthening the quality of Islamic Religious Education. The research approach used was a qualitative descriptive case study. The researchers conducted field research at Khazanah Ilmu Elementary School, Sidoarjo, using various data collection techniques, such as observation, interviews, and documentation. Data sources consisted of primary data obtained directly from the research subjects and secondary data derived from documents and supporting literature. The collected data were then analyzed through the stages of data condensation, data presentation, and systematic conclusion drawing. The results indicate that Madrasah Diniyah at Khazanah Ilmu Elementary School, Sidoarjo, falls into the category of Complementary Madrasah Diniyah, namely a religious educational institution that functions as a companion, complement, and reinforcement to formal education at the elementary school. The role of Madrasah Diniyah in improving the quality of Islamic Religious Education encompasses two main aspects. First, the Madrasah Diniyah serves as a reinforcement of the Islamic Religious Education (PAI) curriculum, with a more in-depth and specific presentation of material, covering the areas of the Qur'an and Hadith, Aqidah and Akhlak (Islamic Creed), Jurisprudence (Fiqh), Islamic Cultural History (SKI), and Arabic. Second, this institution functions as a means of fostering students' morals through intensive religious habituation activities, such as congregational prayer, PHBI (Islamic Religious Life), and other Islamic activities. Thus, the integration of the Madrasah Diniyah at Khazanah Ilmu Elementary School in Sidoarjo not only enriches the academic and religious aspects but also shapes the character and morality of students holistically.
The implementation of the child-friendly school program in fostering students’ morality Fany Oktavia; Iim Wasliman
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.v7i2.1190

Abstract

This study aims to describe the moral condition of students, analyze the implementation of the Child-Friendly School Program (SRA) in moral development, identify supporting and inhibiting factors for its implementation, and formulate relevant implementation strategies for moral development at the high school level. The research approach used is qualitative with a case study method, which involves two schools, namely SMAN 1 Soreang and SMAN 22 Bandung. Data were collected through interviews, observations, and documentation studies, then analyzed by reduction, presentation, and conclusion drawing techniques.The results of the study show that the implementation of SRA in both schools plays an important role in strengthening student morale through collaboration between schools, parents, and the community. SMAN 1 Soreang stands out in its structured planning and supervision system, while SMAN 22 Bandung emphasizes religious habituation and school community participation. These differences in approaches suggest that the effectiveness of SRA is contextual and influenced by school culture. The study also affirms that successful moral development requires comprehensive planning, participatory organizing, value-based implementation, and ongoing dialogical evaluation. The novelty of this research lies in the integration of moral values in the implementation of SRA through an educational management approach that is adaptive to socio-cultural contexts and digital ethical challenges. These findings are expected to strengthen the implementation of national policies to strengthen character education and Pancasila Student Profiles through the development of a sustainable and contextual SRA model.
Poac-based management of automotive workshops to enhance students’ competence in vocational high schools Sodiran; Iim Wasliman
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.v7i2.1191

Abstract

This study aims to analyze the application of POAC (Planning, Organizing, Actuating, Controlling) management functions in the management of automotive workshops at SMKN 1 Cijulang and SMKN 1 Padaherang, as well as assess its contribution to improving student competence. The approach used is qualitative descriptive, with data collection techniques through in-depth interviews, participatory observations, and documentation studies. Data analysis was carried out using the Miles and Huberman interactive model which included data reduction, data presentation, and conclusion drawn, with validation through triangulation of sources and methods. The results of the study show that the implementation of management functions has been running in both schools, but it is not fully optimal. In terms of planning, limited facilities and budgets cause the goals to be not fully realistic. The organization already has a clear structure, but coordination and support personnel are still lacking. The implementation of the practice has followed the teaching factory model, but it has not been effective due to limited time and facilities. Meanwhile, supervision is still limited to technical aspects without assessing entrepreneurial competencies and soft skills. This research emphasizes the need to strengthen workshop management through collaboration with the industrial world, resource optimization, and competency-based evaluation so that vocational school graduates have high competitiveness in the world of work.
The management of teachers’ personality competence to enhance discipline among elementary school students Ani Susilawati; Sobari
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.v7i2.1193

Abstract

The discipline of elementary school students is a crucial foundation for character development and the achievement of national education goals. Teachers play a strategic role as role models in instilling discipline values through personality competencies reflected in integrity, exemplary behavior, consistency, and the ability to nurture student behavior. Implementing these competencies requires planned management through the functions of planning, organizing, implementing, and supervising. This study employed a qualitative approach with a case study method at SDN Sukawangi 2 Warungkondang and SDN Kembangmanis 2 Cugenang, Cianjur Regency. Data were collected through in-depth interviews, classroom observations, and document analysis, validated by triangulation of sources, techniques, and time, and analyzed using an interactive model comprising data reduction, data presentation, and conclusion drawing. The results indicate that teacher personality competency management is implemented through four management functions: (1) Planning, emphasizing exemplary behavior, integrity, and consistency supported by internal policies, reflective forums, and continuous training; (2) Organizing, which strengthens teacher competencies through role-model assignments, coordination of habituation activities, and provision of coaching tools; (3) Implementation, where teachers act as role models, motivators, and consistent enforcers of rules; and (4) Supervision, involving monitoring student discipline, evaluating teacher personality, and following up with peer mentoring, reflection forums, and individual guidance. The findings align with educational management theories (Mulyasa, Terry, Sergiovanni) and government policies on teacher competencies. Challenges include differences in discipline among teachers, limited coordination time, student resistance to humanistic approaches, and limited school resources. The success of discipline development strongly depends on synergy between organizational structure, school culture, and adequate coaching instruments.
Value creation process in majelis taklim for strengthening religious moderation Ade Tutty Rokhayati Rosa; Irfan Intan Nurdiana
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.v7i2.1194

Abstract

Majelis taklim, as a nonformal Islamic educational institution, plays a strategic role in fostering religious moderation through community-based religious, social, and cultural activities. This study analyzes the value creation process at Majelis Taklim Al-Hikmah in Banceuy Traditional Village and Majelis Taklim Assaadah in Ciater Village, Subang Regency. A qualitative case study was applied using interviews, participatory observation, and documentation, with analysis based on Fuller’s framework: modelling, prioritization, opportunity evaluation, implementation, and measurement and revision. Findings show that both majelis taklim implemented all stages adaptively. Organizational modelling emphasized structured activities, leadership, and resource flow. Prioritization was directed toward congregational needs and nonformal education. Opportunity evaluation responded to social dynamics. Implementation of programs was systematic and aligned with moderation values. Continuous measurement and revision ensured coherence between outputs, outcomes, and the vision of value creation. The study concludes that value creation sustains institutional continuity while strengthening inclusive, harmonious, and culturally contextual religious moderation. It is expected that these findings serve as a reference for developing innovative and sustainable nonformal education strategies to reinforce religious moderation in society
Pengaruh Penguatan Positif Berdasarkan Teori Behavioristik terhadap Disiplin Belajar Siswa di Madrasah Ibtidaiyah Najmul Falah Bandung Zaki Mubarok; Syarifah Aini Kamilah; Khoirudin Miftah
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): 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.v8i1.1195

Abstract

This study examines the effect of positive reinforcement based on behaviorist theory on students’ learning discipline at Madrasah Ibtidaiyah Najmul Falah Bandung, an Islamic elementary school that emphasizes both academic and moral development. The background of this study arises from the growing concern over the decline in students’ learning discipline, which is reflected in irregular attendance, incomplete assignments, and lack of focus during lessons. To address this issue, the research applies B.F. Skinner’s Behaviorist Theory (1953), which posits that behavior can be shaped and strengthened through reinforcement. The study employed a quantitative approach using an ex post facto design, involving 60 students selected from a population of 130 through proportionate stratified random sampling. Data were collected through questionnaires, classroom observations, interviews, and documentation, then analyzed using SPSS version 25 with normality, homogeneity, and independent sample t-test analysis. The results of the t-test revealed a significance value of 0.461 (p > 0.05), indicating no statistically significant difference in learning discipline between students who received positive reinforcement and those who did not. However, descriptive findings suggest that positive reinforcement contributes positively to students’ motivation, attentiveness, and engagement in classroom activities. These findings align with Skinner’s behaviorism while complementing Bandura’s social learning perspective and Lickona’s (1991) character education model, emphasizing that long-term learning discipline cannot rely solely on external reinforcement but must be supported by internal motivation, teacher modeling, and consistent value-based practices. The study concludes that positive reinforcement plays a supportive yet important role in enhancing students’ learning discipline, particularly when integrated into holistic Islamic education that nurtures both cognitive achievement and moral-spiritual growth.
The Application of Active Knowledge Sharing Method in Microteaching Courses to Improve Communication Skills Nurul Salis Alamin; Nurul Azizah; Mutiara Dewi
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): 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.v8i1.1196

Abstract

This study examines the effectiveness of the Active Knowledge Sharing strategy in improving the communication skills of pre-service teachers in Microteaching courses. Microteaching provides a practical bridge between theory and classroom practice, while 21st-century teaching requires strong interpersonal and verbal competencies. The Active Knowledge Sharing approach, which emphasizes collaboration, discussion, and knowledge exchange, encourages active participation, reflective thinking, and effective communication. This study employed the Kemmis and Taggart action research model across two cycles, revealing significant improvement in students’ communication skills, with the mean score rising from 2.91 (Good) in Cycle I to 3.70 (Excellent) in Cycle II. The most notable progress was observed in the “Using Language Effectively” aspect, indicating enhanced confidence, clarity, and active engagement during microteaching sessions. These results suggest that Active Knowledge Sharing is an effective pedagogical method for developing communication competence and can contribute to improving the quality of teacher training programs.

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