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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 744 Documents
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The Role of Islamic Education Teachers in Implementing Habit-Based Learning Methods to Develop Students’ Religious Character and Discipline at MI PK Al Islam, Pucangsawit, Surakarta Agus Triyono; Mujiburrohman
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (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.v8i2.1441

Abstract

This study aims to examine the role of Islamic Religious Education (PAI) teachers in implementing habit-based learning methods to develop students’ religious character and discipline at MI PK Al Islam Pucangsawit, Surakarta. The research employed a qualitative descriptive approach with an educational and pedagogical perspective. The subjects of the study consisted of one PAI teacher and 30 students, selected through purposive sampling. Data were collected through classroom observations, in-depth interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that habit-based learning methods implemented by PAI teachers—such as routine congregational prayers, daily Qur’an recitation, greeting culture, punctual attendance, and consistent classroom discipline—play a significant role in shaping students’ religious character and discipline. The results show that 83% of students demonstrated a high level of religious character development, particularly in daily worship practices and moral behavior, while 17% showed a moderate level of development. In terms of discipline, 80% of students exhibited high discipline in attending classes and completing tasks on time, whereas 20% were categorized as having moderate discipline. These findings suggest that the consistent application of habit-based learning methods by PAI teachers contributes positively to strengthening students’ religious character and disciplinary behavior. Therefore, this approach is considered effective and relevant for character education in Islamic elementary schools.
The Formation of a Positive Classroom Climate in Islamic Religious Education Learning at Madrasah Ibtidaiyah Ahmad Maryam Surakarta Rudi Hermawan; Joko Subando
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (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.v8i2.1442

Abstract

This study aims to examine the formation of a positive classroom climate in Islamic Religious Education learning at Madrasah Ibtidaiyah Ahmad Maryam Surakarta. The research adopts a quantitative descriptive approach to analyze students’ perceptions of classroom climate during the learning process. The objectives of this study are to identify the level of classroom climate positivity and to analyze its contribution to student engagement in Islamic Religious Education learning. The methodology employed involves a survey design using a structured questionnaire as the primary data collection instrument. The sample consisted of 30 students selected through total sampling. Data were analyzed using descriptive statistical techniques, including percentage analysis, to determine the distribution of students’ responses toward indicators of a positive classroom climate, such as teacher support, student interaction, learning comfort, and classroom discipline. The results indicate that 83.3% of students perceived the classroom climate as positive, 10.0% categorized it as moderately positive, and 6.7% perceived it as less positive. Furthermore, 86.7% of students reported increased learning motivation and active participation in Islamic Religious Education classes when a positive classroom climate was established. These findings suggest that the formation of a positive classroom climate plays a significant role in supporting effective Islamic Religious Education learning at the elementary level.
Principles and Strategies in the Study of Qur’anic Sanad Learning at Markaz Fallah, Hadhramaut, Yaman : A Phenomenological Approach. Ahmad Al Mustofa; Joko Subando
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (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.v8i2.1446

Abstract

This study examines the principles and strategies of sanad Al-Qur’an learning implemented at Markaz Fallah, Hadhramaut, Yaman, through a phenomenological research approach. The purpose of this study is to explore and understand the lived experiences of students in the process of learning sanad Al-Qur’an, as well as to identify the fundamental principles and instructional strategies applied in maintaining the authenticity and continuity of Qur’anic transmission. This research employed a qualitative phenomenological methodology. Data were collected through in-depth interviews, participant observation, and documentation involving 30 students who actively participated in the sanad Al-Qur’an learning program. The data were analyzed using phenomenological reduction, meaning categorization, and thematic interpretation to reveal the essence of students’ experiences in the learning process. The findings reveal that the learning of sanad Al-Qur’an at Markaz Fallah is based on core principles such as talaqqi, musyafahah, continuity of transmission (ittisal al-sanad), and ethical discipline (adab) in teacher–student interactions. The results indicate that 86.7% of students demonstrated a strong understanding of the importance of sanad authenticity, 83.3% showed increased discipline and consistency in Qur’anic memorization, 80.0% experienced improved accuracy in Qur’anic recitation (tahsin), and 76.7% reported enhanced spiritual connection with their teachers. These findings suggest that the applied strategies—particularly direct recitation, individual supervision, and gradual validation of sanad—effectively support both academic and spiritual dimensions of Qur’anic learning. In conclusion, sanad-based Al-Qur’an learning at Markaz Fallah represents a comprehensive educational model that integrates pedagogical rigor, epistemological authenticity, and spiritual formation, making it a relevant reference for Islamic educational institutions
Management of IPAS Learning Media Creation Based on the Canva Application through the Belajar.id Account in Primary Schools Chici Riska Kusuma Dewi; Abdul Holik
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (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.v8i2.1447

Abstract

The development of digital technology requires IPAS learning in primary schools to not only focus on mastering material, but also on developing 21st century skills, thus requiring attractive and meaningful digital learning media. The use of the Canva application through the belajar.id account is a strategic alternative in the development of IPAS learning media that requires systematic management. This study aims to analyse the management of IPAS learning media creation based on Canva through the belajar.id account in terms of planning, organisation, implementation, and supervision. The study uses a qualitative approach with a case study method, data collection through observation, interviews, and documentation studies, as well as interactive data analysis. The results show that the management of Canva-based IPAS learning media creation has been carried out in a fairly structured manner, starting from the planning of teaching modules and material selection, the organisation of roles and access to the belajar.id account, the implementation of interactive and creative learning, to supervision through the evaluation of student engagement and understanding of IPAS concepts. This study recommends strengthening teacher competencies, developing operational guidelines for using Canva, and providing school policy support to improve the sustainability and quality of IPAS learning in primary schools.
The Role of Religious Education Teachers in Preventing Bullying in Schools: A Qualitative Study of Students at Aisyah Surya Ceria Elementary School, Karanganyar Regency, Academic Year 2025–2026. Asmira Effendi; Muhammad Ja'far Nashir
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (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.v8i2.1449

Abstract

This study aims to examine the role of religious education teachers in preventing bullying in schools, particularly among elementary school students. The research employed a qualitative approach with a descriptive case study design conducted at Aisyah Surya Ceria Elementary School, Karanganyar Regency, during the 2025–2026 academic year. The participants consisted of 30 students, selected through purposive sampling, along with religious education teachers and school administrators as supporting informants. Data were collected through in-depth interviews, classroom observations, and documentation, and analyzed using thematic analysis, including data reduction, data display, and conclusion drawing. The findings reveal that religious education teachers play a significant role in bullying prevention through moral value internalization, character-based learning, exemplary behavior, and continuous mentoring. The results show that 83% of students demonstrated an increased understanding of respectful behavior, 76% showed improved empathy toward peers, 70% experienced a reduction in verbal bullying tendencies, and 87% perceived the teacher’s role as influential in creating a safe and supportive school environment. These findings indicate that the integration of religious and character education contributes positively to bullying prevention at the elementary school level. The study concludes that strengthening the role of religious education teachers is essential for fostering an anti-bullying culture and promoting positive character development among students
The Implementation of the Full-Day School Education Model in Shaping Students’ Religious Character at Muhammadiyah Junior High School, Special Program Bayat, Klaten. Ikhsan Nuryahya; Sukari
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (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.v8i2.1450

Abstract

This study aims to examine the implementation of the Full-Day School education model in shaping students’ religious character at Muhammadiyah Junior High School, Special Program Bayat, Klaten. The research employed a qualitative descriptive approach with a case study design, focusing on the educational practices that support the development of religious values among students. The objective of the study was to analyze how the Full-Day School model contributes to the formation of students’ religious character through structured learning activities and daily habituation programs. The methodology involved observations, in-depth interviews, questionnaires, and documentation, with research participants consisting of 30 students, school principals, teachers, and program coordinators. Data were analyzed using data reduction, data display, and conclusion drawing techniques to ensure the validity and reliability of the findings. The results indicate that the implementation of the Full-Day School model has a positive impact on students’ religious character development. The findings show that 83% of students demonstrated improved discipline in performing daily prayers, 80% showed increased consistency in Qur’an recitation activities, 76% exhibited positive changes in Islamic manners and ethics, and 87% reflected stronger religious attitudes in daily school behavior. These results suggest that the Full-Day School model effectively integrates religious values into academic and non-academic activities, thereby strengthening students’ religious character in a holistic manner
Guidance of santri in tackling violence at the Muhammadiyah orphanage for boys in Klaten, 2025 Anisa Nur Khotimah; Muhammad Isa Anshory
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (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.v8i2.1452

Abstract

This article examines the strategies of santri guidance in efforts to mitigate violence at a Muhammadiyah-run orphanage for boys (LKSA Yatim Putra Muhammadiyah Klaten) in 2025. The study employs a descriptive qualitative approach, focusing on a case study of one Islamic childcare institution. Data were collected through in-depth interviews with caregivers and students (santri), participant observation of daily activities, and review of documents related to the guidance program. The findings indicate that although the faith-based institutional environment strives to instill moral values, the potential for violence such as bullying still exists in verbal, physical, and emotional forms. The santri guidance is implemented in a structured manner via daily routines, religious teaching sessions, counseling, and the enforcement of discipline without violence. The guidance content emphasizes child-friendly Islamic values like compassion, empathy, brotherhood, and peaceful conflict resolution. Supporting factors in the guidance include strong caregiver commitment, a religious anti-violence culture, and regulatory support (e.g., National Care Standards that prohibit corporal punishment). In contrast, inhibiting factors encompass limited caregiver resources, some children’s traumatic backgrounds, and the influence of violent culture from outside environments. This study concludes that a systematic, values-based santri guidance plays a pivotal role in preventing and addressing violence in the orphanage setting. These findings provide insights for other childcare institutions on creating a safe, violence-free nurturing environment while maintaining an accessible academic style.
Integration of Islamic Education in Character Building for Students in the Era of Industry 4.0 Anita Puspana Riss; Ahmad Sukandar
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (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.v8i2.1453

Abstract

The Industry 4.0 era brings significant challenges to the character development of elementary school students due to massive exposure to digital content and the potential decline in moral sensitivity. Islamic Religious Education holds a strategic position in forming Islamic character, yet its implementation is often fragmented and has not integrated morals holistically into the education ecosystem. Previous research tends to be partial, leaving empirical gaps regarding comprehensive PAI integration practices at the elementary school level. This study aims to analyze how PAI is integrated into students' character building in the Industry 4.0 Revolution era. Specifically, it explains the PAI curriculum design based on morals and digital literacy, examines the implementation of integrative learning models, and evaluates the role of the school, family, and community ecosystem in supporting the internalization of Islamic values. Employing a descriptive qualitative approach with a multiple case study design at SDN Pasirhonje and SDN Gununghalu 1, this research involves principals, PAI teachers, and Class V and VI students selected through purposive sampling. Data were collected through semi-structured interviews, participant observation, and document analysis, and then analysed using thematic analysis techniques. Data validity was ensured through triangulation and member checking. The results indicate that holistic PAI integration is an effective strategy. The PAI curriculum in both schools has integrated Islamic moral values, digital literacy, and thematic projects, which significantly enhances value internalization. Integrative learning models, such as project-based and collaborative learning, along with routine tarbiyah practices, prove effective in boosting student engagement and understanding of digital ethics. Additionally, external factors like active parental involvement in home digital ethics discussions and collaboration with community figures in religious activities play a crucial role in mediating and reinforcing Islamic moral internalization, creating a comprehensive synergy within the character learning ecosystem. Conceptually, this study fills literature gaps by providing empirical evidence on holistic PAI integration models at the elementary school level.
The Effectiveness of the Integrative-Reflective Literacy (LIR) Model in Internalizing Discipline Values Egi Ahmad Juwaeni; Fitriyani Kosasih
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (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.v8i2.1454

Abstract

This study explores the strategies of Al-Qur'an literacy in internalizing discipline values among students at two vocational high schools in Bandung, SMKN 12 and SMK Mutiara. Despite the widespread implementation of Quranic literacy programs, vocational schools continue to face significant challenges regarding student discipline, often exacerbated by digital distractions and a lack of intrinsic awareness. This research aims to analyze the divergence in implementation strategies between public and private vocational settings and to formulate a more effective, integrative framework for character development. Employing a qualitative approach with a multi-site case study design, data were collected through in-depth interviews, structured observations, and documentation analysis. The findings reveal two distinct approaches: a Formalistic Strategy at SMKN 12 and a Partial Integrative Strategy at SMK Mutiara. The Formalistic approach, which focuses on routine recitation (Qirā’ah) and administrative sanctions, primarily results in superficial behavioral compliance. In contrast, the Partial Integrative approach, which includes reflective elements (Tafakkur), shows potential in fostering an internal locus of control but remains hindered by "Teacher Duty Fragmentation," where discipline enforcement is largely siloed within the religious education department. To address these gaps, this research formulates the Integrative-Reflective Literacy (LIR) Model, which synthesizes four synergistic pillars: Qirā’ah (habituation), Tafakkur (spiritual reflection), Mutaba’ah (collective supervision), and Tanfīdz (moral application). The study concludes that the successful internalization of discipline requires a comprehensive "whole school approach" where spiritual values are reinforced across all school interactions. It is recommended that educational institutions move beyond mechanical reading rituals toward a systematically integrated model that bridges textual understanding with sustainable moral self-control.
Pengaruh Motivasi Belajar dan Kedisiplinan Terhadap Hasil Belajar Mahasiswa Fitk Uin Sunan Kalijaga Nurhidayat; Dwi Ratnasari; Heri Darmawansah
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (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.v8i2.1460

Abstract

Abstract. This study examines the influence of learning motivation and discipline on student learning outcomes at the Faculty of Tarbiyah and Teacher Training (FITK) UIN Sunan Kalijaga, specifically for the 2024/2025 batch of the Master of Islamic Religious Education program. The background of this research is the disparity in student learning outcomes that cannot be fully explained by academic ability alone, prompting attention to internal factors such as motivation and discipline. This study employs a quantitative causal-associative approach with a population of 138 students and uses random sampling for sample selection. Data were collected through questionnaires that had been tested for validity and reliability, and then analyzed using descriptive statistics and multiple linear regression. The theories underlying this research are Self-Determination Theory for learning motivation, and the concept of self-regulation for discipline. The research findings are expected to provide an empirical basis for the development of student development systems in Islamic higher education institutions.

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