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Husna Nashihin
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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.
Arjuna Subject : -
Articles 663 Documents
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Pendekatan Psikologi Islam dan Barat dalam Memahami Hakikat Manusia: Analisis Kualitatif tentang Konsep Jiwa dan Kepribadian Ane Zunnatul Mafruhah; Yanti Amalia Afifah; Aris Rahman Saleh; Isop Syafe’i; Izzuddin Musthafa; Muhammad Chafidz Ali Wafa
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.v8i1.1240

Abstract

This study aims to analyze the concept of human nature from the perspectives of Western and Islamic psychology and to explore its relevance to contemporary personality theory. The research employs a descriptive qualitative method with a library research approach, using Manahij At-Tarbiyah Fii At-Tashawwur Al-Islamiy by Ali Ahmad Madkur as the primary source, along with supporting literature from Western and Islamic psychology. The findings reveal that Western psychology, through psychoanalytic, humanistic, and behavioristic approaches, views humans as rational and biological beings whose behavior is shaped by drives, experiences, and environmental factors. In contrast, Islamic psychology perceives humans as spiritual beings composed of the soul (an-nafs), intellect (al-‘aql), and heart (al-qalb), which interact under divine guidance. The discussion indicates that Western psychology emphasizes rational, biological, and social aspects, while Islamic psychology integrates spiritual, moral, and rational dimensions. Although both aim to understand human wholeness, they differ in epistemological foundations and moral orientations. Ali Ahmad Madkur’s thought offers an integrative paradigm that unites spirituality, intellect, and morality as the foundation for understanding human personality comprehensively. Thus, his perspective makes a significant contribution to modern psychology by integrating Islamic values with psychological science, providing a holistic understanding of the human being as a spiritual, rational, and moral entity.
An Islamic Religious Education-Based Manners Program in Phase C Public Elementary Schools Muhammad Ma'sum; Akhmad Alim; Nesia Andriana; Stefan Th. Gries
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.v7i2.1241

Abstract

Many students still have problems with manners and etiquette, both in their attitudes and behaviour in everyday life. The study aims to develop a manners habit formation programme based on Islamic education at Fase C Public Primary School. The study uses the ADDIE research and development (R&D) approach. The research subjects were teachers, Phase C students, and parents of students. The research findings indicate that the Islamic education-based manners training programme at Phase C Public Elementary School is feasible and practical. The implementation of the manners training programme has a positive impact on improving students' manners.
Wayang-based muhadatsah learning design in inclusive arabic language education from an islamic educational psychology perspective Laili Mas Ulliyah Hasan; Siti Durotun Naseha; Saiul Anah; Dewi Sholeha Maisaroh
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.v7i2.1242

Abstract

Inclusive Arabic language learning requires instructional designs that accommodate students’ diverse cognitive, emotional, and learning characteristics, particularly those with special educational needs. Muhadatsah, as the core skill in Arabic speaking competence, often poses challenges for inclusive learners due to anxiety, low memory retention, limited exposure, and reduced verbal confidence. This study aims to design and analyze the implementation of the Wayang Puppet Theater as an innovative Muhadatsah learning medium rooted in Islamic educational psychology, emphasizing holistic development, positive emotion, and spiritual-humanistic learning values. Using a qualitative descriptive method, data were collected through classroom observations, reflective evaluations, and interviews with teachers and students in inclusive secondary schools. The learning design was developed based on William Francis Mackey’s theory of language learning and the principles of Islamic educational psychology related to motivation, emotional regulation, and affective learning behavior. The results indicate that Wayang-based Muhadatsah learning enhances students’ verbal participation, reduces speaking anxiety, encourages storytelling interaction, and supports cooperative communication. Students with special needs exhibited greater focus, emotional stability, and expressive responses compared to conventional textbook-based instruction. Teachers also noted that Wayang media simplifies lesson delivery, strengthens contextual understanding, and maintains classroom engagement without cognitive overload. This study concludes that the Wayang-based Muhadatsah design is pedagogically effective and culturally relevant for inclusive Arabic language education. Theoretically, it integrates Islamic educational psychology with culturally embedded media, while practically offering a feasible model for adaptive and inclusive learning environments. Future research is recommended to expand this model into digital-based applications to improve accessibility, sustainability, and broader implementation across Islamic educational institutions.
Integration of gemini ai in the development of deep learning teaching modules at sd negeri 2 peureulak Mutia Hasan; Nadia Aldyza; Ety Mukhlesi Yeni
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.v8i1.1244

Abstract

This study aims to analyze the integration of Gemini AI in the development of deep learning teaching modules at SD Negeri 2 Peureulak. In the context of the digital era’s demand for responsive, interactive learning that supports 21st-century skills, this research employs a qualitative method with a phenomenological approach, utilizing data collection techniques such as structured interviews, observations, and document analysis. The findings indicate that Gemini AI functions as both an empowering tool and a catalyst for significant educational transformation. The results reveal that teachers hold highly positive perceptions (score 5.0) and experience a 50–70% increase in time efficiency when developing teaching modules. Moreover, teacher confidence significantly improved (85%) after participating in training, demonstrating a shift in their roles toward curators and facilitators. However, implementation faces several challenges, including digital infrastructure issues (only 70% of classrooms have stable internet connectivity) and the need for continuous professional development. Overall, the application of Gemini AI shows great potential to enhance educational quality, but its success depends on strong policy support, improved facilities, and well-planned training programs.
Strategies For Empowering Micro, Small, And Medium Enterprises (Msmes) Through Halal Certification Education And Assistance To Improve Product Quality And Consumer Trust: A Case Study On Msmes In The Special Region Of Yogyakarta Hanif Kistoro; Elfi yuliani Rochmah; Rubini
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.v8i1.1245

Abstract

The empowerment of Micro, Small, and Medium Enterprises (MSMEs) faces significant challenges in the era of global competition, especially related to product standardization and halal assurance. This study examines the strategy of empowering MSMEs through halal certification education and assistance programs as an effort to improve product quality and consumer trust. The research aims to identify the factors that affect the effectiveness of halal certification programs and their impact on the development of MSMEs. A qualitative approach with a case study design was used in this study, involving 15 MSME actors participating in the halal certification program in Ambarketawang Village, Gamping District, Sleman Regency, Special Region of Yogyakarta. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using thematic analysis techniques. The findings of the study reveal four main themes: the transformation of halal literacy and product assurance system awareness, the reconstruction of production practices towards halal standardization, increasing consumer confidence and expanding market access, and strengthening the institutional capacity of MSMEs. The results of the study show that intensive mentoring and continuous education contribute significantly to the successful implementation of halal certification. This research contributes to the understanding of MSME empowerment practices based on halal certification and provides strategic recommendations for stakeholders in the development of a sustainable MSME ecosystem.
Optimizing Teacher Performance through POAC-Based Principal Supervision: A Managerial Analysis of Elementary Schools in Cisurupan Garut Wawan Ruswandi; N. Dede Khoeriah
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.v8i1.1247

Abstract

This study explores the management of principal supervision in enhancing teacher performance at SDN 2 and SDN 3 Cisurupan Garut through the analytical application of the POAC framework Planning, Organizing, Actuating, and Controlling. Employing a qualitative descriptive method, data were collected through in-depth interviews, direct observations, and documentation analysis. The findings reveal that systematic and participatory planning facilitated adaptive teaching strategies aligned with teachers’ professional needs; effective organizing fostered collaborative supervision structures that strengthened communication and accountability; actuating, operationalized through mentoring and reflective dialogue, stimulated innovation and professional engagement; and continuous controlling ensured feedback-driven improvements in teaching quality. Quantitative indicators demonstrated significant increases in teacher performance metrics across planning readiness, collaboration, reflective practice, and accountability. The study advances the theoretical and practical discourse on educational leadership by evidencing that an integrative, data-informed supervision model based on POAC principles can sustainably elevate teaching quality. This research further addresses gaps in prior studies by framing supervision not merely as an administrative obligation but as a strategic and holistic process grounded in leadership dynamics and professional growth.
Developing Student Character through the Implementation of Deep Learning Management: Lessons from Cianjur Elementary Schools Nenden Diana; N. Dede Khoeriah
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.v8i1.1248

Abstract

This study investigated the implementation of deep learning management in fostering students' character within primary school settings, specifically focusing on GR Terry's established four management functions: planning, organizing, actuating, and controlling. Conducted at SDN Sukanagalih 2 and SDN Winayaloka in Cianjur Regency, the research utilized a qualitative approach with a case study methodology. Data collection involved in-depth interviews, participatory observation, and documentation studies, subsequently analyzed using Miles and Huberman's interactive model. The findings indicate a positive trajectory in character development through deep learning management at both institutions; however, persistent challenges were identified across all POAC dimensions. The planning function demonstrated a 65% effectiveness, incorporating character values into lesson plans, yet lacking systematically measurable indicators. The organizing function proved most robust, characterized by efficient task distribution and coordination, though parental engagement remained limited. The actuating function scored 60%, primarily due to inconsistent project-based learning implementation, attributed to time and resource constraints. The controlling function registered the lowest score, as comprehensive character assessment systems were not fully integrated into the school's evaluation processes. Overall, the average implementation level of deep learning management was determined to be 62.5%. This research highlights a disparity between the theoretical ideals of learning management and its practical application in elementary schools, particularly concerning reflection and character evaluation. A key contribution of this study is the integration of the managerial POAC paradigm with a pedagogical deep learning approach focused on character formation, culminating in the conceptual model of Character-Based Deep Learning Management. This model redefines POAC as a reflective, collaborative, and contextual framework for character development, transcending its conventional administrative role. Consequently, this research advances educational management practices in Indonesian primary schools by advocating for impactful and sustainable character education initiatives
Managing Teacher Competence Development through the POLC Approach: Study of Senior High Schools in Ciamis Irany Minorita Putri; Ahmad Rifandi
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.v8i1.1249

Abstract

This study examines the role of principal leadership based on the Planning, Organizing, Leading, and Controlling (POLC) management framework in enhancing teacher competence and promoting instructional innovation in senior high schools. Using a qualitative case study design, data were collected through in-depth interviews, participatory observations, and documentation from two research sites: SMAN 1 Ciamis and SMAN 1 Manonjaya. The participants included principals, teachers, and students selected through purposive sampling. Data analysis followed the Miles and Huberman model, involving data reduction, presentation, and conclusion drawing, while validity was ensured through triangulation and member checking. The findings reveal that both schools implement the POLC functions in a coherent and contextually adaptive manner. The planning process integrates institutional vision with teacher development goals through participatory and data-driven approaches. The organizing function ensures collaborative structures and distributed leadership that support innovation. The leading function highlights the principal’s transformational and participatory leadership in motivating and empowering teachers. Meanwhile, the controlling function emphasizes reflective supervision and continuous feedback as tools for professional improvement. The study concludes that the integration of the POLC management cycle with participatory and transformational leadership principles effectively strengthens a culture of innovation and continuous learning. This finding supports Schermerhorn (2017) on the adaptive nature of management, as well as Narti (2022) and Mamonto (2023) on the significance of participatory and transformational leadership in driving teacher creativity and institutional improvement. Practically, the research offers a conceptual framework for developing school leadership practices that align managerial discipline with humanistic engagement, enabling schools to function as adaptive, innovation-oriented learning organizations in the era of educational disruption.
Implementing the PDCA-Based Human Resource Management Model to Enhance Teacher Performance Rishawarti Anggraeni; Waska Warta
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.v8i1.1250

Abstract

This study investigates the implementation of human resource management (HRM) practices based on the Plan-Do-Check-Act (PDCA) cycle to enhance teacher performance in two Indonesian elementary schools: SDN Jatisari and SDN Cimuncang, located in Baleendah District. Employing a qualitative descriptive design, the research explores how HRM processes—including planning, implementation, evaluation, and follow-up—are executed and the challenges encountered in each stage. Data were collected through in-depth interviews, participatory observation, and document analysis, with triangulation applied to ensure validity. The findings reveal that HRM implementation in both schools has followed the PDCA framework but remains suboptimal in effectiveness. In the planning stage, teacher participation is limited, and most decisions are made through a top-down approach. The implementation stage exhibits mismatches between teachers’ qualifications and teaching assignments, alongside irregular professional development programs. Evaluation processes lack standardized performance assessment instruments, leading to inconsistent and subjective feedback. Furthermore, the follow-up stage shows weak monitoring mechanisms and fragmented post-training evaluations, mainly due to financial constraints. Despite these limitations, the application of PDCA principles has provided both schools with a foundational structure for continuous improvement. The research concludes that effective HRM practices require an integrated, participatory, and data-driven approach aligned with Total Quality Management (TQM) principles. Strengthening teacher involvement, establishing standardized evaluation systems, and institutionalizing continuous monitoring are critical to enhancing teacher performance and improving educational quality. This study contributes theoretically by contextualizing the PDCA cycle within HRM for primary education and practically by offering actionable strategies for school leaders to implement sustainable HRM reforms in Indonesian elementary schools.
Instructional Leadership in Literacy-Based Learning: Enhancing Teachers’ Pedagogical Competence in Primary Schools Tanti; Lilis Suwandari
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.v8i1.1251

Abstract

This study investigates the management of school principals in fostering teachers’ pedagogical competence through the implementation of literacy-based learning programs in two public elementary schools in Cianjur Regency: SDN Cikamancing and SDN Situwangi. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observations, and documentation studies involving principals, teachers, students, parents, and school staff. Data were analyzed using Miles and Huberman’s interactive model through data reduction, presentation, and conclusion drawing. The findings reveal significant differences between the two schools. SDN Situwangi demonstrated more systematic and comprehensive management characterized by strategic planning, organized literacy teams, interactive literacy practices, and reflective supervision. In contrast, SDN Cikamancing emphasized routine reading activities without structured innovation or pedagogical integration. Consequently, teacher pedagogical competence improved more markedly at SDN Situwangi, as reflected in the ability to design literacy-based lesson plans and integrate literacy across subjects. The results confirm that principal leadership is a decisive factor in enhancing pedagogical competence through literacy programs. Effective management comprising integrated planning, structured organization, diverse implementation, and developmental supervision creates a sustainable system that fosters teachers’ professional growth. This study reinforces prior findings by Ansori, Suyatno, and Sulisworo (2021); Sudiati et al. (2025) ; and Damayanti et al. (2020) , while contributing a holistic framework that links literacy initiatives to pedagogical competence development in primary education.

Page 53 of 67 | Total Record : 663

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