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At Turots: Jurnal Pendidikan Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta
ISSN : 26567555     EISSN : 2747089X     DOI : 10.51468
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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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The effect of differentiated learning and independence learning on the development of religious competencies of grade v students of sentosa elementary school, medan perjuangan Winda Yani Hrp; Siti Halimah; Haidir
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.v8i1.1575

Abstract

This study aims to analyze: (1) the effect of differentiated learning on students' religious competence, (2) the effect of independence on students' religious competence, and (3) the effect of differentiated learning and independent learning together on students' religious competence. The research method used is a quantitative approach with a correlational research type. The population in this study were all fifth-grade students of Sentosa Elementary School, Medan Perjuangan, totaling 30 students using a total sampling technique. The results of the study indicate that: (1) differentiated learning has a positive and significant effect on students' religious competence with a significance value of 0.025 < 0.05, so that the first hypothesis (Ha) is accepted. (2) independence does not have a significant effect on students' religious competence with a significance value of 0.797 > 0.05, so that the second hypothesis (Ha) is rejected, although the resulting relationship remains positive with a contribution of 4.7%; and (3) differentiated learning and independence simultaneously have a significant effect on students' religious competence with a significance value of 0.045 < 0.05, so that the third hypothesis (Ha) is accepted. The coefficient of determination (R²) value of 0.205 indicates that the two variables simultaneously contribute 20.5% to students' religious competence, while the remaining 79.5% is influenced by other factors outside the study. This study provides theoretical and practical implications, adds to scientific studies and serves as a reference in the field of Islamic Religious Education. Recommendations: Further research is recommended to use a larger sample size and apply mixed research methods to ensure more accurate and more widely generalizable research results.
Conceptual Model of E-Learning Flipped Classroom Based on Wasathiyyah Values: A New Paradigm for Preventing Digital Extremism among Islamic Religious Education Students Mazidatun Ni'mah; Robby Rozaqiy; Moh Anas Ainul Hakim; Moch Hizam; Imam Syafi'i; Munawir
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.v8i1.1576

Abstract

ABSTRACT The increasingly massive spread of digital extremism among university students poses a serious challenge to Islamic Religious Education (PAI) learning in higher education. Thus far, PAI learning has heavily relied on conventional, teacher-centered approaches, while the utilization of Learning Management Systems (LMS) remains suboptimal. This study aims to formulate a Conceptual Model of E-Learning Flipped Classroom (ELFC) based on Wasathiyyah values as an effort to prevent digital extremism among PAI students. This study employs an exploratory qualitative approach using the library research method, and data analysis is conducted through qualitative content analysis of literature on educational technology and religious moderation. The results formulate a learning model that integrates four wasathiyyah values (Tawazun, I'tidal, Tasamuh, and Syura) into three learning phases: (1) Asynchronous Phase (Ta'aruf and Tafakkur); (2) Synchronous Phase (Mudzakarah and Syura); and (3) Post-Class Phase (Muhasabah and Aksi), which is the stage for self-evaluation and the production of counter-narratives on social media. This study indicates that the model encourages a shift in the lecturer's role from a material deliverer to a discussion facilitator, while simultaneously enhancing students' Higher-Order Thinking Skills in responding to contemporary religious issues. This conceptual model offers practical guidance for transforming the function of the campus LMS from a mere repository of teaching materials into a space that actively shields students from exposure to extreme ideologies.
Strategy for Developing Pedagogical and Professional Competence of Islamic Education Teachers Through Integrated Training Management Sugarto Nasarudin; Andi Markarma; Gusnarib; Nasrul
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.v8i1.1577

Abstract

This research aims to analyze integrated training management strategies in improving the pedagogical and professional competencies of Islamic Religious Education (PAI) teachers. The gap between mastery of material substance (professional) and methodological proficiency (pedagogical) in the digital era is the main background for the need for an integrative HR development approach. The research method used is descriptive qualitative. Data were collected through in-depth interviews with principals and teachers, participatory observation of training activities and teaching practices, and documentation studies. Data analysis applied an interactive model including data reduction, data presentation, and drawing conclusions. The research results show that integrated training management is implemented through four strategic stages: 1) Planning based on need analysis through honest competency audits to develop an integrative curriculum; 2) Implementation using blended methods and a learning by doing approach that combines theory and practice simultaneously through microteaching; 3) Integration of information technology using the Learning Management System (LMS) as a catalyst to unify professional content with digital pedagogy; and 4) Post-training evaluation through clinical supervision and peer review reflection forums. This research concludes that combining pedagogical and professional aspects in a continuous training cycle can change the teacher's teaching paradigm to be more student-centered and ensure that teacher competencies are effectively implemented to improve the quality of classroom learning
Strategi Manajemen Kurikulum dalam Pembinaan Karakter Religius Peserta Didik di Lembaga Pendidikan Islam: Studi Literature Review Nadia Putri Kamila; sabila qurrota A'yun; Siti Musfiroh; Syifa Hanifah Syandra; Ahmad Fauzan
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.v8i1.1584

Abstract

This study aims to analyze curriculum management strategies in fostering students’ religious character in Islamic educational institutions. The study employs a literature review method with a qualitative approach through the examination of various journal articles, scientific books, and academic documents relevant to the research theme. Data were collected through searches in Google Scholar, Garuda, DOAJ, and Scopus databases using keywords related to curriculum management, religious character, and Islamic education. Data analysis was conducted through the stages of data reduction, data classification, interpretation, and conclusion drawing. The results of the study indicate that curriculum management strategies in fostering religious character are implemented through habituation of religious activities, teachers’ role modeling, integration of Islamic values into learning processes, and the creation of a religious school culture. The implementation of curriculum management functions is carried out through the stages of planning, implementation, and evaluation of value-based religious education programs. These strategies have proven effective in improving students’ discipline in worship, responsibility, social attitudes, and spiritual awareness. However, the implementation of curriculum management strategies still faces several challenges, such as the influence of globalization, the development of digital technology, limited parental involvement, and the lack of optimal integration of religious values into all learning processes. This study contributes to the development of Islamic Education Management studies, particularly regarding curriculum management strategies based on religious character in Islamic educational institutions. Keywords: curriculum management, religious character, Islamic education, Islamic education management, literature review.
Advocates’ strategies for resolving muslim family conflicts through mediation: An islamic religious education approach Aris Widodo; Husna Nashihin; Joni
At Turots: Jurnal Pendidikan Islam Vol. 6 No. 2 Desember (2024): 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.v6i2.1585

Abstract

This study employs a qualitative descriptive approach. Data were collected through interviews, observation, and documentation involving mediators and relevant stakeholders at the Sleman Religious Court. The analysis focuses on mediation strategies applied by non-judge mediators and the factors influencing the success of mediation in Muslim family disputes. The findings reveal that mediation strategies implemented by non-judge mediators include religious, psychological, nostalgic, family-based, and logical-mathematical approaches. These strategies are used flexibly depending on the characteristics of the disputing parties. The success of mediation is influenced by internal factors such as the willingness of the parties, communication skills, mediator competence, and case complexity, as well as external factors such as social support and cultural pressures. Mediation outcomes vary from unsuccessful settlement, partial agreement (amicable divorce with mutual arrangements), to full reconciliation resulting in case withdrawal. In conclusion, PERMA No. 1 of 2016 strengthens the role of mediation as a mandatory and strategic mechanism in civil dispute resolution. Mediation at the Sleman Religious Court not only contributes to legal efficiency but also reflects values of Islamic Religious Education such as deliberation (musyawarah), reconciliation (islah), and moral responsibility in resolving Muslim family conflicts.
Implementation of Artificial Intelligence-Based Instructional Media in Islamic Religious Education: A Case Study at SMP Negeri 4 Muara Bungo Ahmad Alvan Faiz Nuthgi Fadli; Andryadi; Dedi Yuisman
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.v8i1.1586

Abstract

The increasing adoption of Artificial Intelligence (AI) in education has transformed instructional practices by enabling more adaptive and interactive learning environments. However, the utilization of AI in Islamic Religious Education (PAI) remains relatively limited, particularly in regional schools with restricted technological readiness and digital literacy. This study aimed to explore the utilization of Artificial Intelligence (AI) in developing instructional media for Islamic Religious Education at SMP Negeri 4 Muara Bungo, including the challenges encountered and the adaptive strategies implemented by teachers during the integration process. This study employed a qualitative descriptive-exploratory design involving two PAI teachers and thirty students selected through purposive sampling. Data were collected through observations, interviews, and documentation and analyzed using Miles and Huberman’s interactive analysis model. The findings revealed that teachers utilized AI-based applications such as ChatGPT, Canva AI, and Gamma AI to develop instructional materials and interactive learning media. The integration of AI contributed positively to instructional efficiency, increased students’ engagement, and created more interactive classroom learning experiences. Nevertheless, teachers encountered several challenges, including limited digital literacy, technological infrastructure barriers, and concerns regarding the reliability of AI-generated information. To optimize AI utilization, teachers adopted several adaptive strategies, including self-directed learning, collaborative adaptation, and the integration of AI-supported media with conventional instructional approaches. This study provides empirical evidence regarding AI utilization in Islamic Religious Education within regional school contexts while emphasizing the importance of balancing technological innovation with pedagogical and moral values.
School-Parent Partnership Management Patterns in Improving Student Educational Services at Junior High Schools in North Siberut District, Mentawai Islands Regency Ranti Marie; Setya Raharja
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.v8i1.1587

Abstract

This study examines the partnership between schools and parents at junior high schools in North Siberut Subdistrict to improve educational services at junior high schools in North Siberut Subdistrict, Mentawai Islands Regency. This study employs a descriptive qualitative approach conducted at SMP N 1 and SMP N 4 in Siberut Utara Subdistrict, with a sample of 42 informants comprising 2 school principals, 16 teachers, 2 committee members, 9 parents, and 13 students. Data were collected through semi-structured interviews, observations, and document analysis. Data analysis was conducted through a triangulation process, encompassing data collection, data reduction, data display, and conclusion drawing or verification, while maintaining the authenticity of information obtained from primary sources and validators. The study found that the partnership was implemented through planning, implementation, and evaluation involving active communication, the school committee, and parents. The main obstacles stemmed from geographical conditions, limited transportation and infrastructure, parents’ busy schedules, and psychological factors such as feelings of inferiority. To address these, the school strengthened communication, conducted home visits, provided counseling, involved the committee, and reported on student progress regularly. Strategies to optimize the partnership were implemented through communicative, collaborative, digital, and conventional approaches, as well as those rooted in local culture, to ensure that support for students’ education remains strong and sustainable.
Islamic religious education teachers' strategies in developing students' character and competence in the society 5.0 era at ma d'baito sunan plumbon krajan tembarak Sulistia Nurroh Fitriyani; Husna Nashihin; Zaidatul Arifah; Luluk Ifadah
At Turots: Jurnal Pendidikan Islam Vol. 6 No. 2 Desember (2024): 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.v6i2.1598

Abstract

This study employs a qualitative descriptive approach. Data were collected through interviews, observation, and documentation involving mediators and relevant stakeholders at the Sleman Religious Court. The analysis focuses on mediation strategies applied by non-judge mediators and the factors influencing the success of mediation in Muslim family disputes. The findings reveal that mediation strategies implemented by non-judge mediators include religious, psychological, nostalgic, family-based, and logical-mathematical approaches. These strategies are used flexibly depending on the characteristics of the disputing parties. The success of mediation is influenced by internal factors such as the willingness of the parties, communication skills, mediator competence, and case complexity, as well as external factors such as social support and cultural pressures. Mediation outcomes vary from unsuccessful settlement, partial agreement (amicable divorce with mutual arrangements), to full reconciliation resulting in case withdrawal. In conclusion, PERMA No. 1 of 2016 strengthens the role of mediation as a mandatory and strategic mechanism in civil dispute resolution. Mediation at the Sleman Religious Court not only contributes to legal efficiency but also reflects values of Islamic Religious Education such as deliberation (musyawarah), reconciliation (islah), and moral responsibility in resolving Muslim family conflicts.
“Manajemen Strategis Transformasi Digital dalam Pembelajaran Akidah Akhlak di Madrasah Aliyah.” Sabila Qurrota A'yun; Nadia Putri Kamila; Fisman Bedi; Heru Juabdin Sada
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.v8i1.1600

Abstract

The development of an entrepreneurial mindset among students has become increasingly important in responding to the challenges of the digital era and global competition. Higher education institutions, particularly in the field of Islamic Education Management, are required to implement effective learning models that can foster creativity, innovation, and independence. One of the approaches considered effective is Project-Based Learning (PjBL), which emphasizes active student involvement through real-world projects. This study aims to analyze the effectiveness of Project-Based Learning in improving the entrepreneurial mindset of Islamic Education Management students through a systematic literature review approach. The data were collected from various scientific articles published between 2019 and 2025, sourced from reputable databases such as Google Scholar and indexed journals. The novelty of this study lies in its specific focus on the integration of Project-Based Learning within the context of Islamic Education Management, which has received limited attention in previous studies, as well as in its comprehensive synthesis of recent empirical findings to identify patterns, challenges, and pedagogical implications. The findings indicate that Project-Based Learning significantly contributes to the development of entrepreneurial mindset dimensions, including creativity, problem-solving skills, risk-taking ability, and self-confidence. Furthermore, PjBL provides experiential learning that bridges theoretical knowledge and practical application. However, several challenges were identified, such as limited institutional support and the need for lecturer competency in facilitating project-based instruction. This study concludes that Project-Based Learning is an effective pedagogical strategy in fostering entrepreneurial mindset among students, particularly in Islamic Education Management programs, although its implementation requires systematic support and proper instructional desig
Implementasi Strategi Pembiasaan dan Keteladanan dalam Meningkatkan Literasi Keagamaan Siswa di SMP Negeri 1 Lembah Sabil, Aceh Barat Daya Afdhalurrahman; Wahyuddin Nur Nst; Mohammad Al-Farabi
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.v8i1.1603

Abstract

Students’ religious literacy has become an important concern in Islamic Religious Education, especially in the digital era when students encounter various religious information without always being supported by adequate understanding and consistent religious practice. This study aims to analyze students’ religious literacy, identify the factors contributing to its decline, and examine the implementation of habituation and role modeling strategies at SMP Negeri 1 Lembah Sabil, Southwest Aceh. This research used a descriptive qualitative approach. Data were collected through observation, in-depth interviews, and documentation involving the principal, Islamic Religious Education teachers, and students as informants. The data were analyzed through data condensation, data display, and conclusion drawing, while data validity was maintained through source triangulation and technique triangulation. The findings show that students’ religious literacy is in a fairly good condition but not yet optimal. Students have understood the basic teachings of Islam, participated in religious activities, and demonstrated positive religious behavior; however, some students still lack intrinsic awareness and consistency in practicing religious values independently. This condition is influenced by low motivation, weak self-awareness, family environment, peer influence, uncontrolled use of digital media, and limited parental supervision. The habituation strategy is implemented through prayer, Qur’an recitation, congregational prayer, short religious talks, and Islamic etiquette, while the role modeling strategy is reflected in teachers’ discipline, politeness, and consistent moral behavior. These two strategies complement each other effectively.

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