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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 664 Documents
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Bahasa Inggris Rahmadi Agus Setiawan
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam (Articles in Press)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1651

Abstract

The construction sector in Indonesia faces an ethical crisis spanning structural failures that endanger life, pervasive corruption, and ecological degradation, problems that are fundamentally moral rather than merely technical. Islamic Religious Education (PAI) in public universities is institutionally positioned to address this crisis, yet in engineering faculties it remains normative-textual and epistemologically isolated from students' technical disciplines. This study aims to reconstruct an integrated PAI-STEAM curriculum for civil engineering programs by operationalizing the maqāshid al-sharīʿa as an ethics of infrastructure engineering aligned with global accreditation standards. Employing qualitative library research with a philosophical-hermeneutic approach, the study analyzes Islamic juridical sources and engineering-accreditation documents through transdisciplinary content analysis and creative synthesis. The study yields three principal results. First, integration requires dissolving the dichotomy of knowledge at the epistemological level, repositioning engineering laws as sunnat Allāh and the STEAM "Arts" component as an axiological gateway for ethical values. Second, the five maqāshid pillars (hifdz al-nafs, hifdz al-bīʾah, hifdz al-māl, hifdz al-ʿaql, and hifdz al-dīn) map onto assessable engineering domains that correspond directly to IABEE accreditation criteria, consolidated in a Complementarity Matrix. Third, an Integrated Project-Based Learning model (IPBL-OBE), anchored in a Green Eco-Mosque capstone project, translates these correspondences into measurable graduate outcomes. The study contributes a novel epistemological framework and a ready curriculum template, repositioning PAI from an accreditation-neutral formality into a substantive accreditation asset. The proposed framework is intended to serve as a practical reference for curriculum developers, PAI lecturers, and engineering faculty seeking to design accreditation-aligned, values-based learning experiences, while acknowledging that its pedagogical claims await empirical validation.
The Effects of Qur’an-Based Differentiated Mathematics Instruction on Academic Achievement and Religious Character: The Role of Students’ Learning Styles at MAN 2 Wonosobo Suparyanti; Maryono; Jumini; M. Yusuf Amin Nugroho; Nia Natasya; Ahmad Najih Musoffa Fuadi; Arim Irsyadulloh Albin Jaya; Dyah Ayu Fitriana
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.v7i1.1677

Abstract

This study aimed to analyze: (1) the effect of Qur’an-based differentiated mathematics instruction on students’ academic achievement and religious character; (2) the effect of learning styles on students’ academic achievement and religious character; and (3) the interaction between Qur’an-based differentiated mathematics instruction and learning styles in influencing students’ academic achievement and religious character. This study employed a quantitative approach with a factorial design. The population consisted of Grade X students at MAN 2 Wonosobo. Using simple random sampling, 69 students from four randomly selected classes were included in the sample. The experimental classes received Qur’an-based differentiated mathematics instruction adapted to students’ learning styles, whereas the control classes received conventional instruction. Data were collected through an academic achievement test and a religious character questionnaire and were analyzed using two-way ANOVA with SPSS 25. The findings showed that: (1) Qur’an-based differentiated mathematics instruction had a significant effect on students’ academic achievement and religious character; (2) students’ learning styles significantly affected academic achievement and religious character; and (3) a significant interaction existed between Qur’an-based differentiated mathematics instruction and learning styles in relation to academic achievement and religious character. These findings indicate that Qur’an-based differentiated mathematics instruction tailored to students’ learning styles is effective in improving academic outcomes and fostering religious character. The study provides practical implications for teachers to implement differentiated instructional strategies grounded in Qur’anic values on a sustained basis and for schools to support the development of instructional models responsive to students’ learning styles.
The Process of Forming the Character of The Insan Kamil Through the Seven Habits of Great Indonesian Children Program at SDIT Permata Hati Banjarnegara Siti Ngarofah; Sri Haryanto; Nurul Mubin Haryanto; Muhamad Yusuf Amin Nugroho; Nia Natasya; Ahmad Najih Musoffa Fuadi; Arim Irsyadulloh Albin Jaya; Dyah Ayu Fitriana
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.v6i2.1678

Abstract

Kamil refers to the ideal human being who possesses noble character and commendable morals in accordance with Islamic teachings. Achieving this ideal, however, requires systematic educational strategies. One such approach is the Seven Habits of Great Indonesian Children program, which has been integrated as a core activity at SDIT Permata Hati Banjarnegara. Through this program, the school seeks to cultivate students’ character holistically so that they develop into individuals who embody the values of insan kamil.This study employed a descriptive qualitative design using phenomenological, pedagogical, and psychological approaches. Data were collected from teachers, homeroom teachers, the principal, students, and parents through observation, interviews, and documentation. Data analysis involved reduction, presentation, and conclusion drawing, while data validity was ensured through triangulation and reference checks.The findings indicate that the implementation of the Seven Habits program includes waking up early, worshipping, exercising, eating healthy and nutritious food, loving learning, engaging in social activities, and going to bed early. These practices foster key character traits such as religiosity, discipline, honesty, care, responsibility, independence, intelligence, and cooperation. Collectively, these values integrate spiritual, intellectual, emotional, and social dimensions, forming the foundation of a complete and noble human being (insan kamil).
I muamar; Satria Wiguna; Mawarni
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam (Articles in Press)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1692

Abstract

The development of Artificial Intelligence (AI) in the field of education has opened up new opportunities to improve the quality of learning, including in the subject of Islamic Religious Education (PAI). However, the use of AI requires not only technical skills but also a foundation of moral and ethical values to ensure that its application remains consistent with Islamic principles. This study aims to analyze the integration of Artificial Intelligence literacy and akhlakul karimah values in PAI learning at MTs Teladan Gebang. This study employs a quantitative approach using a survey method. Data collection was conducted using a questionnaire that measured aspects of AI literacy, the use of AI in PAI instruction, akhlakul karimah in technology use, the ability to verify religious information (tabayyun), critical thinking, independent learning, and the role of PAI teachers in guiding the use of AI. The research data were analyzed using descriptive statistical techniques to describe trends in students’ attitudes and behaviors regarding the use of AI technology. The research findings indicate that students have a positive understanding of the use of AI as a tool to support Islamic Education (PAI) learning. AI is utilized to help students understand course material, search for religious information, obtain additional explanations, create summaries, and complete learning assignments. Nevertheless, students demonstrated an awareness that information generated by AI needs to be verified through the process of tabayyun, cross-referencing sources, and teacher guidance. The integration of akhlakul karimah values is evident through attitudes of honesty, responsibility, avoiding plagiarism, and the wise and moderate use of AI. This study emphasizes that AI literacy in Islamic Education (PAI) must be developed in balance with Islamic character education so that technology can serve as a means to improve the quality of learning without compromising students’ moral and spiritual values. The role of PAI teachers is a critical factor in guiding the critical, ethical, and responsible use of AI in accordance with the values of akhlakul karimah.

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