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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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The concept of muhammadiyah education renewal towards opportunities and challenges in the modern era Rifqi Achsanul Kholqi Alfarisi; Zainuddin Syarif
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.v8i1.1297

Abstract

This research aims to comprehensively analyze the opportunities and challenges of the concept of Muhammadiyah education reform in responding to changes triggered by digital transformation, globalization, and socio-cultural dynamics of contemporary Indonesian society. To achieve this goal, this study uses a qualitative approach by combining content analysis and Critical Discourse Analysis (CDA) Fairclough model. The data was obtained through the study of official Muhammadiyah documents, such as the Tanfidz Muktamar, the AIK-ISMUBA curriculum guidelines, the policies of the Dikdasmen Council, and the scientific literature indexed by Sinta and Scopus for the 2020–2025 period. The results of the study show that there are a number of strategic opportunities for strengthening the concept of Muhammadiyah education reform, including the optimization of the ISMUBA curriculum as an integrative framework for Islamic values and competencies in the 21st century, the development of a digital learning ecosystem based on blended and hybrid learning, increasing the digital literacy of teachers and students, and strengthening international networks through the internationalization program of PTMA. This opportunity affirms Muhammadiyah's position as a pioneer of modern Islamic education that is adaptive to technological developments and remains rooted in religious values. However, this study also identifies various structural, pedagogical, and cultural challenges, such as quality disparities between schools, low pedagogical-technological competence of some teachers, weak internalization of AIK values in school culture, funding inequality, and global popular culture penetration that affect students' religious identities. The conclusion of the study emphasizes that the reform of Muhammadiyah education is an ideological as well as a technical process that requires strengthening governance, teacher professionalism, research culture, and institutional capacity. Practical recommendations are presented to encourage more adaptive, measurable, and transformative renewal strategies.
Budgetary gap in achievement equality: a multi-site study of success factors of public and private madrasah aliyah in east java Tobi; Ahmad Ishom Tamimi; Sahro Wardil Lathif; Ah. Zakki Fuad; Masdar Hilmy
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.v8i1.1298

Abstract

This study examines the political dynamics of Islamic education funding in Indonesia by analyzing the structural disparity between public and private madrasahs and its implications for educational equity. Although the 1975 Joint Decree of Three Ministers formally recognized madrasahs as integral to the national education system, contemporary realities reveal a persistent funding gap that undermines this formal equality. Employing a qualitative comparative multi-site design, this research analyzes secondary data from government reports, institutional documents, and academic literature to compare two leading institutions in Ewast Java. Findings demonstrate that public madrasahs benefit from comprehensive state support through the national budget (APBN), covering teachers’ salaries, infrastructure, and operational costs, while private madrasahs rely on limited government subsidies (BOS funds) and community-based financing mechanisms. Nevertheless, maintains high performance through adaptive management, multi-source funding (BOS, ZIS, CSR, alumni networks), and strong social capital. These findings reveal that institutional resilience and educational quality are not solely determined by financial magnitude but by managerial autonomy, leadership innovation, and community participation. The study argues for a shift toward a performance-based funding policy that values accountability and institutional creativity over administrative status. Strengthening managerial autonomy and establishing a Public–Community Partnership for Education (PCPE) model are proposed as key policy directions for promoting equity and sustainability in Islamic education.
Deconstruction J. Derrida and Hermeneutics Diah Ayu Anggraini; Amril
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.v8i1.1302

Abstract

This article discusses the relationship between Jacques Derrida's deconstruction theory and hermeneutics in the context of modern epistemology. Both approaches seek to reject the traditional view of meaning as singular, fixed, and objective. Derrida, through his deconstruction, reveals that meaning is always relative, contextual, and constantly changing, while hermeneutics emphasizes the importance of the dialogical interpretation process between the text, the reader, and the socio-cultural context. The integration of deconstruction and hermeneutics produces a more open, critical, and reflective epistemological paradigm. This approach asserts that knowledge is not a definitive end result, but a dynamic process that can always be reinterpreted according to context and human experience. Thus, deconstruction and hermeneutics play an important role in expanding the horizon of scientific understanding and enriching cross-disciplinary interpretive methods. In addition, the application of Derrida's thought and hermeneutics has great relevance in Islamic studies and the humanities. Both encourage reinterpretation of religious and social texts in a more critical and contextual manner, thereby opening space for the emergence of a more inclusive, progressive, and adaptive scientific understanding in response to the times.
The Effectiveness of Implementing the Teaching Methods of the Hidayatul Mustafid Textbook at Madin Darunnajah Wunut Wonotirto Farikhin Farikhin; Dr.Muhammad Syakur; Dr. Muh Baehaqi; Ahmad Aji Pangestu
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.v7i1.1305

Abstract

Learning the science of tajwid is a crucial foundation for maintaining the quality of Qur’anic recitation in a correct and scientifically grounded manner, as emphasized in various classical and contemporary studies on tajwid (Al-Mubarak, 2017). The Hidayatul Mustafid textbook is used as an instructional material for intermediate and advanced levels at Madrasah Diniyah Darunnajah Wunut Wonotirto. However, the effectiveness of the teaching methods applied in this textbook has not been extensively examined, unlike the basic text Hidayatus Sibyan, which has been widely studied (Abdurrozaq, 2022; Salwadani, 2022). This study aims to describe the implementation of learning activities, analyze the effectiveness of the teaching methods used by instructors, and identify supporting factors as well as challenges experienced by students in understanding advanced tajwid material. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation. The results indicate that the analytical-lecture method, musyafahah, drill, and discussion are effective in improving students’ understanding, particularly in advanced topics such as idgham mutaqaribain and mad far‘i, which is also consistent with findings from other research (Mursyidah, 2025). Nevertheless, some students face difficulties in distinguishing certain tajwid rules, requiring more intensive practice. This study recommends strengthening the use of visual media and providing a concise supplementary module for the textbook, following the model of media development that has proven successful for basic-level textbooks (Saadah, 2022)
Developing Children Character On The Basis Of Islam Nusantara In Prampelan Village Temanggung Central Java Eny Rahmawati; Husna Nashihin; Fika Khalwa Ngaisyah; Usman Mafrukhin
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.v7i1.1306

Abstract

Various moral cases have occurred, the upheaval associated with the national character’s identity is increasing. This proves as if the eroded character of the nation. This study aims to determinethe formation of children’s character through the Islamic Archipelago tradition in the Prampelan, Kemloko, Temanggung Village. The type of this research is a descriptive study using a qualitative. The study sample was determined using a purposing samping technique, consisting of hamlet head, TPQ ceregivers. and parents representative. Data collection techniques using the model of Miles and Huberman which includes; data reduction, data presentation, and conclusion drawing. Data collection techniques using interview, observation, and documentation. The result of the study are; (1) Islam Nusantara can improve the nation’s character by holding the value of tawasut, tawazun, tasamuh with cultural elements in it. (2) Basides the religious character, Islam Nuantara also improves the nation’s cultural character.
The Effect of Religious Culture Implementation on Students’ Moral Values at MTs Islamiyah Tanjung Raja, North Lampung Putri Maharani Pratiwi; Dwi Noviatul Zahra
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.v8i1.1307

Abstract

This research was conducted to determine whether the application of religious culture has an effect on the moral values of students at MTs Islamiyah Tanjung Raja Lampung Utara. This study is an ex post facto study using quantitative research methods. The research data was obtained using questionnaires, observations, and documentation. The sample in this study consisted of 30 students obtained through simple random sampling. The data analysis technique used in this study was simple regression testing. The results showed that there was a significant effect of the application of religious culture on the moral values of students at MTs Islamiyah Tanjung Raja Lampung Utara. This is evidenced by the results of the simple regression test, namely the result of Fcount of 14.098 and the result of Ftable of 4.196, which means that Fcount > Ftable or 14.098 > 4.196. According to these calculation results, Ha is accepted and Ho is rejected, meaning that there is an influence of the application of religious culture on the moral values of students at MTs Islamiyah Tanjung Raja Lampung Utara
Faith Integrated English Pedagogy for Generation Z Learners in Islamic Boarding Schools Dhian Marita Sari; Nunun Indrasari
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.v8i1.1316

Abstract

This study explores how English teachers in Indonesian Islamic boarding schools adapt their pedagogical practices to the learning characteristics of Generation Z students while maintaining religious and cultural values. The research was conducted at three pesantren, Darul Fikri, Hidayatullah Bangka Belitung, and Ibnu Qoyyim, to examine how teachers address the challenges of teaching digital native learners in educational environments with limited technological access. This study employed a qualitative descriptive design involving six English teachers and eighteen students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis. The findings reveal four major themes. First, Generation Z students prefer interactive, visual, collaborative, and emotionally supportive learning experiences. Second, teachers adapt their instruction through student-centered strategies such as gamification, storytelling, collaborative learning, and contextual teaching linked to students’ daily pesantren experiences. Third, pedagogical innovation is constrained by rigid curricula, limited digital resources, and institutional regulations. Fourth, students respond positively to empathetic and contextually relevant teaching approaches that increase engagement and communicative confidence. This study contributes to English Language Teaching (ELT) literature by proposing a faith-integrated pedagogical adaptation model for Generation Z learners in pesantren contexts. The findings demonstrate that emotional intelligence, contextual relevance, and spiritual alignment can effectively sustain learner engagement even in digitally constrained educational settings. The study highlights the importance of balancing pedagogical innovation with religious and cultural values in faith-based education.
Pendidikan Agama Islam Berbasis Pembelajaran Mendalam untuk Anak Usia Dini: Analisis Pembelajaran yang Penuh Perhatian, Bermakna, dan Menyenangkan di TK Alam Al-Hasan Sri Wulan; Yulia Kuraesin Ila Rohima; Mirwan; Mohammad Rusli Hamdani; Mahmud; Pepen Supendi
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.v8i1.1322

Abstract

Islamic Religious Education (PAI) learning at the early childhood level plays a strategic role in building children’s spiritual, moral, and social foundations. However, PAI learning practices in early childhood education institutions remain predominantly verbalistic and memorization-oriented, thereby providing limited support for the meaningful and sustainable internalization of values. This study aims to analyze the implementation of deep learning based PAI through the approaches of mindful learning, meaningful learning, and joyful learning for early childhood learners at TK Alam Al-Hasan. This research employs a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, and documentation, and were analyzed thematically using source and method triangulation techniques. The findings indicate that mindful learning plays a role in fostering children’s early spiritual awareness through habituation of attention and simple reflection; meaningful learning enables children to internalize PAI values through real and contextual experiences; while joyful learning creates an emotionally safe and enjoyable learning environment that enhances children’s active engagement. From a theoretical perspective, the findings demonstrate that the pedagogical deep learning paradigm is aligned with Islamic educational theories, particularly the concepts of fiṭrah, tarbiyah, ta’dīb, and tazkiyah. This study contributes to the development of scholarly discourse on early childhood Islamic Religious Education and offers practical implications for teachers in designing contextual, humanistic, and character-oriented PAI learning for young children.
Desain dan Implementasi Modul Pembelajaran Akhlak Berbasis Humanis-Religius untuk Mengatasi Perilaku Body Shaming di MAS Al-Washliyah Pasar V Medan Rayni azhari harahap; Nurman Ginting
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.v8i1.1331

Abstract

This study aims to design and implement a humanist-religious moral learning module as an effort to overcome body shaming behavior among students at MAS Al-Washliyah Pasar V Medan. This study uses the Research and Development (R&D) method with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation. Data collection was carried out through observation, questionnaires, and expert validation, then analyzed descriptively qualitatively and quantitatively. The results of the descriptive statistical analysis show that the module obtained an average score of 3.50 in the appearance aspect, 3.69 in content/material, 3.37 in language, 3.83 in humanist-religious value, and 3.57 in module benefits, which are in the good to very good category. The implementation of the module shows an increase in students' understanding and awareness of the negative impacts of body shaming as well as the growth of empathy and mutual respect. Thus, the humanist-religious moral learning module is suitable for use in Islamic Religious Education learning.
The Relationship between Power and Knowledge in Islamic Education: A Post-Colonial Discourse Analysis of Islamic Thought in Madura Baitiyah; Nor Hasan
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.v8i1.1342

Abstract

This study examines the power-knowledge relationship in contemporary Islamic education discourse in Indonesia through the lens of postcolonial theory. Using the Fairclough model of Critical Discourse Analysis (CDA), this study analyzes three dimensions: text, discourse practice, and social practice. Data were collected through a document review of the official curriculum (KMA 183 of 2019) and the main textbook (Aqidah Akhlak, History of Islamic Culture), supplemented by semi-structured interviews with 15-20 policy makers, textbook writers, and education practitioners, as well as contextual observations. Intertextual and historical analysis was conducted to trace the continuity of colonial legacies. Triangulation of sources and theories as well as the critical reflectivity of the researcher is applied to ensure the credibility of the findings. The results of the study reveal an epistemological paradox in which Islamic education, while striving for autonomy, actually reproduces the logic of colonial power through the hierarchy of knowledge (naqli vs aqli), canonization of texts, and symptoms of internal orientalism. In response, this study contributes an Integrative-Decolonized Epistemology Model that offers transformation through canon deconstruction, dialectical integration, indigenization of local knowledge, and reflective-participatory pedagogy to shift Islamic education from a consumer to an autonomous and contextual producer of knowledge.

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