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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 744 Documents
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The Implementation of an Integrated Curriculum in Enhancing the Quality of Learning at Al Rasyid Tahfizhul Qur’an Islamic Boarding School, Kartasura, Sukoharjo Abdul Aziz Ma'arif; 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.v8i2.1483

Abstract

This study examines the implementation of an integrated curriculum in enhancing the quality of learning at Al Rasyid Tahfizhul Qur’an Islamic Boarding School, Kartasura, Sukoharjo. The research aims to analyze how the integrated curriculum is designed, implemented, and evaluated, as well as to measure its contribution to improving students’ learning quality. This study employs a qualitative approach with a case study design, focusing on in-depth exploration of curriculum integration between the national education framework and the tahfizh (Qur’anic memorization) program. The research involved 30 santri (students) selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews with teachers and school leaders, and document analysis of curriculum plans and evaluation reports. The data were analyzed using data reduction, data display, and conclusion drawing techniques to ensure credibility and validity through triangulation. The findings reveal that the integrated curriculum significantly contributes to the improvement of learning quality. Approximately 83% of students demonstrated increased academic performance, 87% showed improvement in Qur’anic memorization achievement, 80% experienced enhanced learning motivation, and 85% reflected stronger character development and discipline. The integration of religious and general subjects, structured time management, and continuous evaluation mechanisms were identified as key factors supporting these outcomes. The study concludes that the integrated curriculum model effectively promotes holistic educational development in Islamic boarding schools
The Implementation of the Yaumiyah Religious Practices Program in Strengthening Students’ Religious Character Education in Islamic Education (PAI) Learning at SMP Islam Nurul Musthofa Juwiring, Klaten Anita Rochayah; 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.v8i2.1484

Abstract

This study aims to analyze the implementation of the Amalan Yaumiyah program in strengthening students’ religious character within Islamic Religious Education (PAI) learning at SMP Islam Nurul Musthofa Juwiring, Klaten. The research employs a qualitative case study approach to explore in depth how daily religious practices are integrated into the learning process and school culture. The primary objective of this study is to examine the planning, implementation, and evaluation of the Amalan Yaumiyah program and its contribution to the reinforcement of students’ religious character. The research involved 30 students as primary participants, supported by interviews with Islamic Religious Education teachers and school administrators. Data were collected through observation, semi-structured interviews, documentation, and questionnaires to strengthen triangulation. Data analysis was conducted using data reduction, data display, and conclusion drawing. The findings indicate that the structured implementation of daily practices—such as congregational prayer, Qur’an recitation, dhikr, and moral habituation—contributes significantly to students’ religious character development. Approximately 86% of students demonstrated improvement in prayer discipline, 83% showed increased consistency in Qur’anic recitation, 78% exhibited enhanced moral behavior in daily interactions, and 80% reflected stronger spiritual awareness. The study concludes that the Amalan Yaumiyah program serves as an effective habituation-based strategy in reinforcing religious character education within Islamic schooling contexts.
Improving the Quality of Qur’anic Reading through the An-Naba Method at Budi Luhur Junior High School, Jatinom. Hartadi; 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.v8i2.1487

Abstract

This study employed a Classroom Action Research (CAR) approach to improve the quality of students’ Qur’anic reading through the implementation of the An-Naba method at Budi Luhur Junior High School, Jatinom. The objective of this research was to enhance students’ accuracy in pronunciation (makhārij al-ḥurūf), application of tajwīd rules, fluency, and overall reading competence in reciting the Qur’an. The research involved 30 students as participants and was conducted in two action cycles, each consisting of planning, acting, observing, and reflecting stages.The methodology integrated systematic drills, guided recitation, individual feedback, and continuous assessment using structured observation sheets and performance tests. Quantitative data were obtained from pre-test and post-test scores, while qualitative data were derived from classroom observations and reflective notes. The findings demonstrated a significant improvement in students’ Qur’anic reading quality. The average pre-cycle achievement was 62%, which increased to 74% in Cycle I and reached 88% in Cycle II. The proportion of students achieving the minimum competency standard improved from 40% in the pre-cycle stage to 67% in Cycle I and 90% in Cycle II. These results indicate that the An-Naba method effectively enhances students’ Qur’anic reading skills in a structured and measurable manner.
The Implementation of the Ummi Method in Improving the Quality of Qur’anic Recitation among Students of SMP Muhammadiyah Unggulan Ashidiq Gunungkidul Regency Rahmat Yulianto; 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.v8i2.1488

Abstract

This study aims to examine the implementation of the Ummi Method in improving the quality of Qur’anic recitation among students of Muhammadiyah Unggulan Ashidiq Junior High School, Gunungkidul Regency, in the 2026/2027 academic year. The research employed a qualitative approach with a case study design to explore in depth the instructional processes, teacher strategies, and students’ learning experiences in the application of the Ummi Method. The primary objective of this study was to analyze how the method is implemented systematically and to identify its contribution to enhancing students’ accuracy, fluency, and adherence to tajwid rules in Qur’anic recitation. The research involved 30 students selected purposively as research participants. Data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis of assessment records. Data validity was ensured through triangulation of sources and techniques. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Ummi Method was carried out through structured stages, including classical instruction, individual reading practice, repetition (drill), and continuous evaluation. The results demonstrate a significant improvement in students’ recitation quality: 83% of students showed improvement in tajwid accuracy, 87% improved in fluency (tartil), 80% demonstrated better pronunciation (makharij al-huruf), and 90% exhibited increased learning motivation. These findings suggest that the Ummi Method contributes effectively to improving the quality of Qur’anic recitation when implemented consistently and systematically in Islamic educational institutions.
The Role of Islamic Religious Education Teachers and Parents in Shaping the Religious Behavior of Tenth-Grade Students at MA Al-Islam Surakarta Melani Ida Marini; Jokosubando
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.v8i2.1489

Abstract

This study examines the role of Islamic Religious Education teachers and parents in shaping the religious behavior of tenth-grade students at MA Al-Islam Surakarta in the 2025/2026 academic year. The objective of this research is to explore how educational guidance at school and parental involvement at home contribute to the development of students’ religious conduct. This study employed a qualitative research approach using a descriptive case study design. The participants consisted of 30 tenth-grade students selected purposively, along with Islamic Religious Education teachers and several parents as supporting informants. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that the synergy between teachers and parents plays a significant role in strengthening students’ religious behavior. Approximately 83% of students demonstrated consistent daily prayer practices, 76% showed active participation in religious school activities, 70% reflected respectful attitudes toward teachers and parents, and 68% exhibited internalization of Islamic moral values in social interactions. The results indicate that structured religious instruction at school combined with parental supervision and modeling at home substantially contributes to the formation of students’ religious character. Therefore, collaborative engagement between educational institutions and families is essential in fostering sustainable religious behavior among adolescents
The Role of Islamic Religious Education Teachers in Developing Madrasah Core Values toward Students’ Character Formation at Madrasah Aliyah Al-Islam Surakarta Muchammad Syafii; 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.v8i2.1491

Abstract

This study examines the role of Islamic Religious Education (IRE) teachers in developing madrasah core values and their contribution to students’ character formation at Madrasah Aliyah Al-Islam Surakarta. The research aims to analyze how teachers internalize institutional core values and to explore their impact on shaping students’ religious, moral, and social character. A qualitative research approach with a case study design was employed to obtain an in-depth understanding of the phenomenon within its natural context. The participants consisted of 30 students selected purposively, along with one Islamic Religious Education teacher as the key informant. Data were collected through in-depth interviews, classroom observations, and document analysis. Data analysis followed the stages of data reduction, data display, and conclusion drawing, while triangulation techniques were applied to ensure data validity and credibility. The findings reveal that Islamic Religious Education teachers play strategic roles as educators, role models, mentors, and facilitators in strengthening madrasah core values. The internalization process was implemented through value-based learning, exemplary behavior, habituation programs, and religious activities. Empirical findings indicate that 83% of students demonstrated significant improvement in religious discipline, 78% showed increased responsibility and honesty, 80% exhibited better social attitudes and cooperation, and 75% reflected stronger moral awareness in daily behavior. These results suggest that the consistent integration of core values into pedagogical practices significantly contributes to students’ character formation.
Strategies for Enhancing Qur’anic Memorization A Case Study of Tahfidz Teaching Practices at Madrasah Aliyah Al-Islam Surakarta Muhammad Shidiq; 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.v8i2.1493

Abstract

This study examines the strategies employed by Tahfidz teachers in addressing students’ difficulties in memorizing the Qur’an among students at Madrasah Aliyah Al-Islam Surakarta in the 2025/2026 academic year. The research aims to identify the forms of learning difficulties experienced by students, analyze the instructional strategies implemented by Tahfidz teachers, and evaluate the effectiveness of these strategies in improving students’ memorization achievement. This study adopts a qualitative descriptive approach with a case study design. The research participants consisted of 30 students (santri) selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and documentation review. The data were analyzed using data reduction, data display, and conclusion drawing techniques, while triangulation was applied to ensure data validity. The findings indicate that students’ difficulties in memorizing the Qur’an include weak retention (40%), lack of motivation (30%), limited time management skills (20%), and insufficient mastery of tajwid and pronunciation (10%). Tahfidz teachers addressed these challenges through structured repetition methods (muraja’ah), individualized mentoring, motivational reinforcement, peer memorization groups, and continuous formative evaluation. The implementation of these strategies contributed to measurable improvements, with 70% of students showing significant progress in memorization fluency and consistency, 20% demonstrating moderate improvement, and 10% showing gradual progress. The study concludes that systematic instructional strategies combined with personalized guidance effectively enhance students’ Qur’anic memorization performance.
Contextualizing Islamic Education in the Digital Era: An Analysis of Fazlur Rahman’s Double Movement Approach: Contextualizing Islamic Education in the Digital Era: An Analysis of Fazlur Rahman’s Double Movement Approach Komaruddin; Mahmud Arif
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.v8i2.1498

Abstract

This article examines the contextualization of Islamic education in the digital era through an analytical review of Fazlur Rahman’s double movement approach. The rapid development of digital technology has created new opportunities for innovation in teaching and learning, while simultaneously presenting challenges such as digital literacy gaps, the circulation of unverified religious information, and the declining emphasis on moral and spiritual values in educational practice. This study employs a library research design supported by content analysis to synthesize scholarly works related to educational reform and Rahman’s hermeneutical framework. The findings indicate that Rahman’s concept of integrating religious and scientific knowledge provides a strong theoretical foundation for developing an adaptive and value-oriented model of Islamic education. His double movement method—which combines historical contextualization of Qur’anic texts with their reinterpretation in contemporary socio technological settings—offers a relevant pathway for reconstructing curriculum design, pedagogical strategies, and ethical orientations in digital-age education. The study concludes that meaningful reform in Islamic education requires more than technological adoption; it necessitates epistemological reconstruction and pedagogical renewal grounded in Qur’anic values. Accordingly, Rahman’s framework presents a promising conceptual foundation for shaping Islamic education that is moderate, critical, creative, and responsive to the demands of the digital era.
Transformation of the Aqidah–Akhlaq Learning Approach: From the Content-Based Curriculum (K13) to the Competency-Based Curriculum in the Merdeka Curriculum at Madrasah Aliyah Negeri 1 Surakarta Istikotimah; Jokosubando
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.v8i2.1508

Abstract

This study explores the transformation of the Aqidah Akhlak learning approach from the Content-Based Curriculum of the 2013 Curriculum (K13) to the Competency-Based approach implemented in the Merdeka Curriculum at Madrasah Aliyah Negeri 1 Surakarta. The research aims to analyze how the shift in curriculum orientation influences the learning process, student engagement, and the development of students’ moral and religious competencies. The study employs a qualitative research approach to obtain an in-depth understanding of the implementation of the new learning paradigm in Aqidah Akhlak instruction. The methodology used in this research is a qualitative case study. Data were collected through classroom observations, semi-structured interviews, and documentation. The research involved 30 students as the primary participants, along with supporting information obtained from teachers and learning documents. The data analysis process was conducted through data reduction, data display, and conclusion drawing to identify patterns of change in learning approaches and student responses to the curriculum transformation. The results of the study indicate that the implementation of the Competency-Based approach in the Merdeka Curriculum significantly enhances students’ active participation and character development in Aqidah Akhlak learning. Approximately 83% of students demonstrated improved engagement during interactive and competency-oriented learning activities, while 78% showed better understanding of moral values through contextual learning methods. In addition, about 80% of students exhibited increased critical thinking and reflective attitudes toward ethical and religious issues discussed in class. These findings suggest that the transformation from a content-oriented learning model to a competency-based approach contributes positively to the effectiveness of Aqidah Akhlak learning and supports the development of students’ character and moral awareness
The Implementation of Adab Education in Enhancing Students’ Achievement in Islamic Religious Education at Ar Risalah Integrated Islamic Junior High School, Sukoharjo Jumingan; Meti Fatimah
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.v8i2.1509

Abstract

This study aims to analyze the implementation of adab education in improving students’ learning achievement in Islamic Religious Education (IRE) at Ar Risalah Integrated Islamic Junior High School, Sukoharjo. The research employed a qualitative approach with a descriptive design to explore how adab-based educational values are integrated into the learning process and their contribution to students’ academic achievement and character development. The study was conducted with a sample of 30 students selected purposively, along with supporting information obtained from teachers and school documentation. The data were collected through classroom observations, in-depth interviews with teachers and students, and documentation of students’ academic records. Data analysis was carried out through data reduction, data display, and conclusion drawing to ensure the validity and reliability of the findings through triangulation of sources and techniques. The research focused on identifying the forms of adab education implemented in the learning process, including respect for teachers, discipline in learning, ethical classroom interaction, and the cultivation of Islamic moral values. The findings indicate that the implementation of adab education significantly contributes to the improvement of students’ learning achievement in Islamic Religious Education. From the total sample of 30 students, 76.7% demonstrated high learning achievement after the integration of adab education in classroom activities, 16.7% showed moderate improvement, while only 6.6% remained in the lower achievement category. These results suggest that the systematic integration of adab values into the learning process fosters a positive learning environment, enhances students’ motivation, and strengthens their academic performance as well as their moral character. Therefore, the implementation of adab education can serve as an effective pedagogical strategy in strengthening both cognitive and affective aspects of Islamic Religious Education learning

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