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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.
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Articles 663 Documents
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Formation of Religious Character through the Boarding School Program among Students at MAN 1 Jepara Nur Cholid; Laqoniyatu Hilma
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.v7i1.1397

Abstract

The character crisis among today’s young generation, particularly teenagers pursuing education in schools or madrasas, is evident through numerous cases such as bullying, brawls, social issues and orther incidents. This affects students’ character values, necessitating character. This research aims to analyze religious character building through the boarding school program for students at MAN 1 Jepara. The research focuses on 1) How religious character is built through the boarding school program for students at MAN 1 Jepara; 2) What are the supporting and inhibiting factors in religious character building through the boarding school program for students at MAN 1 Jepara. This study employs a descriptive qualitative approach. Data collection methods include observation, interviews, and documentation. The research findings show that religious character building is implemented through three main methods: 1) Habituation, which includes five-time congregational prayers, Quran recitation, tahsin, ziyadah and diniyah studies; and 3) Disciplinary measures or punishment for rule visiolations. Supporting factors in building religious character through the boarding school program include caregiver/murobbi role modelling, boarding school environment and infrastructure facilities. Meanwhile, inhibiting factors in religious character building through the boarding school program include differences in student backgrounds, communication with parents, student mindsets and bullying in boarding schools.
Analysis of the Role of Madrasah Heads in Improving the Timeliness of Student Attendance Putri Lestari; Mamlukhah
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.v8i1.1398

Abstract

This research is motivated by the discovery of late student attendance, which affects learning effectiveness and the culture of madrasah discipline. The purpose of the study was to analyze the role of madrasah heads in improving the timeliness of student attendance and to identify leadership strategies for building on-time attendance discipline. The research uses a descriptive, qualitative approach with a case study design in one madrasah. Data was collected through in-depth interviews with madrasah heads and related parties, observations of attendance discipline, and a review of policy documents and attendance recaps. The analysis is carried out through data reduction, presentation, and the drawing of conclusions. The results of the study show that the increase in timeliness is driven by a combination of consistent rulemaking, strengthening the culture of discipline through example, routine supervision, coordination with homeroom teachers and BK teachers, and the implementation of a monitoring and follow-up system, including coaching, awards, and educational sanctions. The research clarifies the leadership mechanism of madrasah heads in discipline management and provides practical implications for the formulation of more measurable, collaborative, and sustainable attendance policies.
Prioritas Nilai-Nilai Pendidikan Karakter dalam Pendidikan Islam bagi Siswa Berkebutuhan Khusus di SMALBN Temanggung Wawan Gunawan Sihab Wawan; Rhindra Puspitasari; Ridho Muttaqien; Ahmad Aji Pangestu; Husna Nashihin; Eny Rahmawati; Siti Qomala Hayati
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.v7i1.1399

Abstract

This study aims to analyze the priority character education values implemented in Islamic Religious Education (IRE) for students with intellectual disabilities at SMALBN Temanggung. Character education in inclusive education contexts plays a strategic role, as students with special needs require concrete, contextual, and continuous approaches. This research employs a qualitative descriptive approach. Data were collected through observation, in-depth interviews, and documentation involving Islamic Religious Education teachers, students with intellectual disabilities, and school administrators. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through triangulation and member checking. The findings reveal that the priority character education value at SMALBN Temanggung is anti-corruption education, implemented through the internalization of honesty, responsibility, discipline, and trustworthiness. (Lickona, 2013; Zubaedi, 2011). These values are integrated into Islamic Religious Education learning activities, daily habituation, and a school culture based on integrity. The results indicate that Islamic-based character education can be inclusively implemented for students with intellectual disabilities by adapting instructional methods, learning media, and pedagogical strategies. This study contributes both theoretically and practically to the development of character education within Islamic Religious Education in special schools. (Lickona, 2013; Zubaedi, 2011).
Islamic education leadership model comparative study of K.H. Ahmad Dahlan and K.H. Imam Zarkasy Sadiah; Abas Mansur Tamam; Hasbi Indra
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.v8i1.1400

Abstract

This study aims to analyze and compare the leadership models of Islamic education of KH Ahmad Dahlan and KH Imam Zarkasyi in the context of contemporary Islamic education challenges characterized by leadership crises, degradation of values, and demands for adaptation to changing times. This study uses a qualitative approach with a literature study method on various relevant primary and secondary sources. The results of the study show that both figures apply leadership that is transformational, visionary, and oriented towards reforming the people's education system. KH Ahmad Dahlan carried out transformation through the Muhammadiyah movement by emphasizing the integration of religious and general knowledge, reform of learning methods, and strengthening the role of education in building the socio-religious awareness of the community. Meanwhile, KH Imam Zarkasyi modernized the pesantren through institutional system reform, professional education management, an integrated curriculum, and character development of students based on pesantren values. This study concludes that in the midst of the challenges of modernization, globalization, and character crisis, the leadership models of the two figures remain relevant as a strategic reference for the development of sustainable and competitive Islamic education.
Implementation Of The Talaqqî Method And The Yanbȗ'a Method In Improving Students' Tahsin Al-Qur'ân Skills agung jaenudin; Ilzamudin; Kholid; Fitri Hilmiyati; Muhajir; Deni Iriyadi; Wasehudin
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.v8i1.1403

Abstract

The ability to read the Qur’an accurately according to tajwid rules (tahsin al-Qur’an) is a fundamental competence in Islamic education. However, many students at the madrasah tsanawiyah level still experience difficulties in proper pronunciation, fluency, and application of basic tajwid rules. This study aims to analyze the implementation of the Talaqqî method and the Yanbū‘a method in improving students’ Qur’anic reading skills at MTs Darul Ma’rifah Rangkasbitung and MTs Daar el Azhar Rangkasbitung. This research employed a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving Qur’anic teachers, school principals, and students. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, with triangulation to ensure data validity. The findings indicate that the Talaqqî method is effective in improving the accuracy of pronunciation, particularly in makhārijul ḥurūf and tajwid application, through direct teacher–student interaction and immediate correction. Meanwhile, the Yanbū‘a method contributes significantly to improving reading fluency and learning consistency through a structured and graded instructional system. The study concludes that both methods have complementary strengths, and their integrative application can enhance the overall quality of Qur’anic reading instruction in madrasah tsanawiyah.
Risk perception of educational communities in disaster-prone areas from the perspective of islamic educational psychology Rofiq Faudy Akbar; Muhammad 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.v8i1.1404

Abstract

This study aims to analyze the risk perception of educational communities situated within the Disaster-Prone Areas (Kawasan Rawan Bencana or KRB) of Mount Merapi, viewed through the lens of Islamic Educational Psychology. Risk perception is conceptualized not merely as a cognitive and emotional response to disaster threats, but as a psycho-spiritual construct shaped by Islamic values within educational practices. Utilizing a qualitative approach, this research conducted in-depth interviews with educators and institutional administrators in the sub-districts of Musuk and Kemalang (Central Java), and Cangkringan (Special Region of Yogyakarta). Data analysis was performed thematically, employing four primary dimensions of risk perception; exposure, familiarity, preventability, and dread which were further elaborated through key concepts of Islamic Educational Psychology, namely tazkiyat al-nafs (purification of the soul) consisting of; sabr (patience), tawakkal (reliance on God), and ikhtiar (proactive effort). The findings indicate that the risk perception of these educational communities is both adaptive and contextual, where disaster experiences cultivate a balance between rational vigilance and spiritual tranquillity. Furthermore, Islamic educational psychology values serve as psychological resources that bolster mental resilience, mitigate traumatic impacts, and foster educational practices more responsive to the psychosocial needs of students in disaster-prone regions. These findings underscore the critical importance of integrating Islamic Educational Psychology into the development of disaster education as a strategic framework for strengthening the resilience of educational communities.
Problem-Based Learning in Aqidah and Akhlaq Education at MTs Muhammadiyah 04 Blagung Heru Purwo Yulianto; Mujiburrohman
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.v8i1.1405

Abstract

This study examines the implementation of problem-based learning (PBL) in Aqidah and Akhlaq education as an instructional approach to address students’ learning and moral development challenges at MTs Muhammadiyah 04 Blagung. The purpose of this research is to analyze how problem-based learning is designed and applied in Aqidah and Akhlaq instruction, to identify the types of student problems addressed through this approach, and to explore its impact on students’ understanding, attitudes, and moral behavior. The main research questions focus on: (1) how problem-based learning is implemented in Aqidah and Akhlaq education, (2) what learning and moral problems are encountered by students, and (3) how problem-based learning contributes to the development of students’ cognitive, affective, and behavioral dimensions.This study employs a qualitative research design using a case study approach. Data were collected through classroom observations, in-depth interviews with teachers and students, and document analysis of lesson plans and learning materials. Data analysis was conducted through data reduction, data display, and conclusion drawing, with data validity ensured through triangulation of sources and methods. The findings indicate that problem-based learning in Aqidah and Akhlaq education encourages active student engagement, critical thinking, and reflective moral reasoning. Students demonstrate improved understanding of Islamic values, increased responsibility in addressing real-life moral problems, and more positive behavioral changes. The study concludes that problem-based learning is an effective pedagogical strategy for integrating cognitive understanding and moral practice in Aqidah and Akhlaq education, and it offers meaningful implications for the development of innovative Islamic education learning models
Enhancing the Quality of Learning Based on Character Education at Nurul Istiqlal Islamic Boarding School in Klaten Mudijono; Sukari
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.v8i1.1406

Abstract

This study aims to analyze the improvement of learning quality based on character education at Nurul Istiqlal Islamic Boarding School, Klaten. The research employed a qualitative descriptive approach with an educational evaluation perspective. The study was conducted to examine how character education is implemented in the learning process and to assess its contribution to improving learning quality among students (santri). The research methodology involved observations, in-depth interviews, and documentation analysis. The research sample consisted of 30 santri, selected purposively to represent variations in learning achievement and participation. Data were analyzed using interactive qualitative analysis techniques, including data reduction, data display, and conclusion drawing. The findings indicate that the implementation of character-based learning showed a positive impact on learning quality. The effectiveness level of character-based learning implementation reached 82.3%, categorized as good. Specifically, the improvement in students’ learning discipline reached 84.6%, learning motivation 80.9%, moral behavior development 83.1%, and student participation in learning activities 80.7%. These results demonstrate that character education plays a significant role in enhancing learning quality in Islamic boarding schools.This study concludes that character education-based learning is effective in improving both academic and moral aspects of students. Therefore, strengthening character education integration in the learning process is recommended as a strategic effort to enhance the quality of education in Islamic boarding schools.
The role of parents and teachers' teaching styles on the learning achievement of islamic religious education at sabuk empat state elementary school Sinta Larasati; Putri Maharani Pratiwi; Wisna Meri; Ahmad Syarifuddin Zuhri; Supriyanti
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.v7i1.1415

Abstract

Islamic Education plays an important role in shaping the character and personality of students from an early age. At the elementary school level, PAI serves as the main means of instilling spiritual values and praiseworthy morals. Learning achievement in PAI subjects is influenced by several factors, one of which is the involvement of parents in assisting the child's educational process at home. In addition, the way teachers teach also has a big role in determining student success. Teachers who are able to deliver material with varied methods, use appropriate learning media, and invite students to be actively involved in learning activities can create an effective and enjoyable learning environment. This study aims to examine the extent to which the role of parents in supporting student learning at home, as well as how the teacher's teaching style in delivering PAI material can have an impact on student learning achievement. Using a qualitative approach and case study method, data were collected through observation, in-depth interviews, and documentation. The results revealed that the active involvement of parents at home as well as the teacher's ability to adjust the teaching style to the needs of students greatly influenced the success of PAI learning. Therefore, the synergy between parents and teachers is a key factor in improving student learning achievement.
Strengthening Character Values through High-Quality Islamic Religious Education Learning at Muhammadiyah 8 Junior High School Surakarta in the 2025/2026 Academic Year Fiki Vendi Muchasin; Sukari
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.v8i1.1416

Abstract

This study explores the strengthening of character values through high-quality Islamic Religious Education (IRE) learning at Muhammadiyah 8 Junior High School Surakarta in the 2025/2026 academic year. The research aims to analyze how the quality of IRE learning contributes to the development of students’ character values, particularly in fostering religious attitudes, discipline, honesty, and responsibility. Strengthening character education through effective religious instruction is considered essential in responding to moral and social challenges among students in secondary education.The study employed a descriptive qualitative approach supported by quantitative data to obtain a comprehensive understanding of the learning process and its outcomes. The research involved 30 students as participants. Data were collected through classroom observations, questionnaires, in-depth interviews, and documentation. The qualitative data were analyzed using data reduction, data display, and conclusion drawing, while quantitative data were analyzed using descriptive percentage techniques to support the qualitative findings.The results indicate that high-quality IRE learning—implemented through interactive teaching methods, contextual learning materials, exemplary teacher behavior, and continuous evaluation—effectively strengthens students’ character values. The findings show that 83% of students experienced an improvement in religious attitudes, 80% demonstrated increased discipline, 76% showed stronger honesty, and 78% exhibited enhanced responsibility in their daily school activities. These results suggest that the implementation of quality-oriented Islamic Religious Education plays a significant role in reinforcing students’ character formation and can be categorized as effective in supporting character education at the junior high school level

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