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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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Manajemen Kurikulum Kombinasi Berbasis Karakter Religius: : Strategi & Dampaknya Terhadap Mutu Lulusan di SMP Negeri 18 Lebong Deri Wanto; Hamengkubuwono; Eka Putra; Nadila Peratiwi
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.v8i2.1641

Abstract

The quality of graduates serves as a central benchmark in evaluating educational outcomes at the secondary school level. In contemporary educational contexts, graduate quality encompasses not only academic attainment but also the moral integrity and spiritual values demonstrated by students in daily life. This study aims to investigate the implementation of combined curriculum management grounded in religious character education at SMP Negeri 18 Lebong, identify the strategies applied in embedding religious values within curriculum governance, and assess their influence on graduate quality. A qualitative case study design was employed, engaging the school principal, vice principal for curriculum affairs, classroom teachers, and students as research participants. Data were gathered through in depth interviews, structured observations, and document analysis, and subsequently analyzed using Miles and Huberman interactive model encompassing data reduction, data display, and conclusion drawing. Data credibility was ensured through source and method triangulation, member checking, and audit trail procedures. Findings reveal that combined curriculum management integrating religious character was enacted through the development of religiously informed curriculum plans, instructional practices that connect academic content with moral principles, and systematic habituation programs such as IMTAQ activities, congregational Dhuhr prayer, and Dhuha prayer. These initiatives contributed to measurable improvements in graduate quality across academic performance, character development, and social behavior. The study concludes that systematically embedding religious values into curriculum management constitutes a strategic framework for elevating educational outcomes and cultivating a character-oriented school culture.
Digitalisasi PAI dan Literasi Media: Etika Dakwah Digital, Pedagogi, serta Digital Islam. Mohammad Andy; Mambaul Ngadhimah; Miftahul Ulum
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.v8i2.1642

Abstract

This study aims to synergize the strengthening of media literacy, the application of digital dakwah ethics, and digital pedagogical innovation as the main foundation in realizing meaningful, ethical, and relevant digitalization of Islamic Religious Education (PAI) that meets the demands of the times. The development of digital technology has transformed almost all aspects of life, including the realm of religious education and practice. This article examines the integration of digitalization in Islamic Religious Education and religious media literacy, focusing on three main pillars: dakwah media ethics, strengthening media literacy, and developing digital PAI pedagogy. This research uses a library research method with a qualitative-descriptive approach, analyzing various literature, journal articles, and related documents from 2019–2024. The results show that the digitalization of PAI not only transforms learning methods to be more interactive and flexible through platforms such as e-learning, social media, and religious applications, but also brings new challenges such as the spread of inaccurate information, degradation of dakwah ethics, and low critical thinking skills among students. Religious media literacy becomes a crucial competency to filter the digital information flow while maintaining the authenticity of Islamic teachings. Dakwahethics in the digital era require preachers to have integrity, competence, and awareness of virtual communication ethics. Digital PAI pedagogy offers a collaborative, creative, and value-based learning approach while maintaining the essence of Islamic character education.
Implementation of Multimedia Center Learning in an Integrated Islamic Kindergarten – Nur Hikmah Fattah Firdaus; Haryadi Utomo; Zinedine Malik Ibrahim; Tri Hadi Sulistyanto
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.v8i2.1662

Abstract

This study aims to describe the implementation of multimedia center learning at Nur Hikmah Integrated Islamic Kindergarten (TKIT Nur Hikmah) and to analyze its relationship with the cognitive and psychomotor development of children aged 5–6 years. The multimedia center is one of the learning centers that utilizes simple technological tools as exploratory media, including child-friendly computers, educational tablets, audio-visual devices, and interactive learning applications. Using a qualitative approach with a case study design, data were collected through observations, in-depth interviews, and document analysis. The findings reveal that multimedia center learning is implemented systematically through three learning stages: pre-play scaffolding, during-play activities, and post-play reflection. Teachers play an active role as facilitators, instructors, and companions while children explore multimedia devices. Multimedia-based activities were found to support children's cognitive development, particularly in symbol recognition, simple problem-solving, and logical thinking skills. In addition, children's psychomotor abilities showed improvement through activities such as using touch-screen devices, creating digital drawings, and coordinating hand–eye movements while interacting with multimedia tools. This study confirms that the multimedia center can serve as an effective medium for integrating technology into early childhood education while promoting Islamic values and supporting holistic child development.
Implementation of the Think-Pair-Share (TPS) Learning Model to Improve Student Learning Achievement in Islamic Religious Education (PAI) at SDN Kaliwlingi 02 Dede kurniasih Kurniasih; Khusnul Khotimah; Arwa Fatina Suhaelah; Tuko Khoiron; Muhammad Faras Aisy
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.v8i2.1665

Abstract

Conventional, one-way teaching methods dominated by the teacher have contributed to low academic achievement among students in the Islamic Religious Education (PAI) subject at SD Kaliwlingi 02 Brebes. This situation limits opportunities for students to participate actively and engage deeply in classroom learning activities. This study has two primary objectives: (1) to describe the implementation process of the Think-Pair-Share (TPS) cooperative learning model in PAI lessons at SD Kaliwlingi 02 Brebes, and (2) to evaluate the development of students' PAI learning outcomes before and after the implementation of this teaching model. A case study with a qualitative approach was selected as the methodological design for this research. Data were collected through participant observation, in-depth face-to-face interviews with the PAI teacher and students, and the gathering of relevant documents. Data processing employed an interactive analysis technique, encompassing data sorting, data presentation, and the formulation of final conclusions. The entire research process took place at SD Kaliwlingi 02 Brebes during the second semester of the 2025/2026 academic year. The research findings confirm two key points: (1) The TPS model was implemented through three structured phases: individual reasoning (think), small-group discussion in pairs (pair), and idea presentation (share). The dynamics of these phases successfully fostered a classroom atmosphere that was lively, communicative, and prioritized active student engagement. (2) The application of this teaching strategy had a significant positive impact on student learning outcomes across three main domains. The cognitive domain was marked by improved grades and mastery of the subject matter, while the affective domain was evidenced by growing enthusiasm and interest in learning. Meanwhile, the psychomotor domain is demonstrated through improved socialization and collaboration skills. This research concludes that the Think-Pair-Share (TPS) learning strategy effectively boosts students' academic achievement in Islamic Religious Education (PAI) material in a comprehensive manner.  
Implementasi Kompetensi Pedagogik Guru Pendidikan Agama Islam sebagai Pelaksana Kurikulum di Sekolah dalam Perspektif Kurikulum Merdeka Tegar Dwi Wibowo; Muhamad Rifa'i Subhi
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.v8i2.1666

Abstract

This study is grounded in the suboptimal implementation of pedagogical competence among Islamic Religious Education (PAI) Teachers in applying the Kurikulum Merdeka in schools, particularly in bridging the gap between curriculum policy and classroom instructional practices. The study aims to examine in depth how the pedagogical competence of PAI teachers is implemented as curriculum enacters within the framework of the Merdeka Curriculum. This research employs a qualitative approach with a case study design conducted at SD Muhammadiyah Limpung. Data collection techniques include classroom observation, in-depth interviews, and documentation. The findings indicate that the implementation of teachers’ pedagogical competence is reflected in three main aspects: systematic lesson planning through seven stages of learning, the implementation of differentiated instruction tailored to students’ characteristics, and continuous learning evaluation through formative and summative assessments. The findings further emphasize that the success of such implementation is largely determined by teachers’ ability to integrate all stages of learning in a systematic, reflective, and student-centered manner. Thus, the pedagogical competence of PAI teachers plays a crucial role as a key factor in fostering effective, inclusive, and relevant learning in line with the demands of the Merdeka Curriculum. The implications of this study highlight the importance of continuously strengthening teachers’ pedagogical competence to ensure the optimal implementation of the curriculum.
Model Problem-Based Learning Berbasis Isu Kontemporer untuk Meningkatkan Berpikir Kritis Mahasiswa dalam Perkuliahan SK Sutrisna; Muhamad Syaifudin Ahyar; Ramadhan Bayu Giriansyah; Robbi Ziedni Fawas; Nisrina
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.v8i2.1668

Abstract

This study examines the implementation of contemporary issue-based Problem-Based Learning (PBL) in Islamic Cultural History (ICH) courses and its contribution to the development of critical thinking skills among Islamic Education students. The study aims to describe the implementation process of PBL and analyze the development of students’ critical thinking skills in the dimensions of interpretation, analysis, evaluation, inference, and explanation. A descriptive qualitative approach with a field research design was employed. The participants were sixth-semester students of the Islamic Education Study Program who attended ICH classes for fourteen meetings. Data were collected through observations, in-depth interviews, and documentation and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that the implementation of contemporary issue-based PBL through problem orientation, investigation, source analysis, presentation, and reflection enhanced student engagement in the learning process. Critical thinking skills developed across all dimensions, reflected in the shift from descriptive understanding to more analytical, reflective, and evidence-based reasoning. The integration of contemporary issues, including misinformation, radicalism, Islamophobia, and religious moderation, served as a catalyst for connecting historical knowledge with present-day realities. The study concludes that contemporary issue-based PBL is effective in fostering critical thinking skills and increasing the relevance of Islamic Cultural History learning in higher education.
Bahasa Inggris Bahasa Inggris: Bahasa Inggris Muhammad Taufik; M. Suparta; Romlah Abubakar Askar
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.v8i2.1674

Abstract

Digitalization has significantly changed the way humans interact through efficient mechanisms. For example, access to knowledge, which initially relied on classic books, scriptures, or live lectures, has now shifted to using social media. In Indonesia, this dynamic is becoming increasingly prevalent, as evidenced by the increasing number of religious figures appearing on social media. The purpose of this study is to collect and analyze as much data as possible to draw conclusions regarding the epistemology of AI-based religious fatwas in Indonesia. This study uses a literature study approach. This research was conducted by utilizing previous research relevant to this research topic. The results indicate that previous studies used as references for the current study agree that AI opens opportunities for increased efficiency and access to religious knowledge, but does not change the basic principle that fatwas are the result of human ijtihad, which is scientifically and morally responsible. The conclusion is that the development of AI-based fatwas must remain within the framework of Islamic epistemology, which places ulama as the primary actors in the law enforcement process. In addition, the position of hadith authority in Indonesia is in its proper position, namely after the Qur'an and above ijma' and qiyas, so there is no AI reference that can be followed without seeing complete ijtihad in accordance with the fatwa method used by official institutions.  
Development of an Islamic Religious Education Learning Model Based on the Deep Learning Approach and Malay Philosophy to Strengthen the Religious Character of Senior High School Students in the Meranti Islands Regency Mardiyah; Abu Anwar; Abdul Wahab
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.v8i2.1679

Abstract

Character erosion among adolescents in the digital era has become a pressing concern for Islamic Religious Education (Pendidikan Agama Islam, hereafter PAI) in Indonesian senior high schools. Conventional PAI instruction, which often relies heavily on memorization and doctrinal transmission, tends to fall short of internalizing values into students' daily conduct. Meanwhile, the Kurikulum Merdeka's pedagogical concept of "deep learning" — built on the principles of mindful, meaningful, and joyful learning — offers a promising alternative for cultivating reflective and value-internalizing learning experiences. At the same time, Kepulauan Meranti Regency, situated in the Riau Archipelago and rooted in Malay cultural heritage, possesses a rich reservoir of local ethical wisdom (falsafah Melayu) that has historically shaped community character through concepts such as budi, adab, and the ethical teachings embedded in texts like the Gurindam Dua Belas. This mini research proposes the development of a PAI learning model that integrates deep learning pedagogy with Malay philosophical values as a contextualized strategy to strengthen the character of senior high school students in Kepulauan Meranti. Employing a research and development (R&D) approach informed by qualitative literature review and preliminary needs analysis, this study formulates a conceptual model consisting of four stages: contextual reflection (grounded in local Malay wisdom), meaningful value exploration (through Qur'anic and Hadith-based inquiry), joyful collaborative practice (through community and culture-based projects), and character actualization (through habituation and assessment). This study aims to develop an Islamic Religious Education learning model based on the deep learning approach, integrating Malay local wisdom values grounded in the philosophyThe study argues that anchoring deep learning principles in local Malay philosophy can bridge universal Islamic values with regional cultural identity, thereby producing a learning model that is both religiously grounded and culturally responsive.
Internalisasi Nilai Pendidikan Islam dalam Tradisi Mandi Taman pada Masyarakat Melayu Bengkalis Sari Haryati; Abu Anwar; Nuratika
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.v8i2.1680

Abstract

This study aims to reveal the process of internalizing Islamic educational values embedded in the mandi taman (garden bathing) tradition among the Malay community of Bengkalis Regency, Riau Province. The mandi taman tradition is part of the Malay customary wedding ceremony that is still practiced today, although its preservation tends to decline due to social change and external cultural influence. This study employs a descriptive qualitative approach with an ethnographic method, using observation, in-depth interviews, and documentation studies involving traditional leaders, the mak andam (traditional bridal attendant), and the local community. Data were analyzed using the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing. The findings indicate that the mandi taman tradition is rich in Islamic educational values, including aqidah values (trust in God and gratitude), worship or sharia values (thaharah, namely physical and spiritual purification), moral values (courtesy, patience, and respect for parents), and social values (mutual cooperation and kinship ties). The internalization process occurs through three stages, namely knowledge, appreciation, and practice, facilitated by traditional leaders and the mak andam as informal educators within the family and community. Supporting factors include the role of traditional leaders, the community's religious understanding, and kinship bonds, while inhibiting factors include limited knowledge among the younger generation, economic considerations, time constraints, and the influence of global culture. This study recommends the revitalization of the mandi taman tradition as a medium of nonformal Islamic education rooted in local wisdom.
KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI SELF EFFICACY DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN E-MODUL Reva Nabila; Yohanes Leonardus Sukestiyarno; Sugiman
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.v8i2.1688

Abstract

A study conducted at Muhammadiyah 7 Junior High School Semarang in the even semester of the 2025/2026 academic year revealed the effectiveness of the Problem Based Learning (PBL) model assisted by E-modules in improving students' problem-solving abilities. The population taken was all students of class VIII and the samples were class VIII B and class VIII C as the experimental class and control class. This study aims to: (1) Analyze the quality of learning using the PBL model assisted by E-modules in improving problem-solving abilities; (2) Test the magnitude of the influence of self-efficacy on problem-solving abilities; (3) Describe the profile of problem-solving abilities in terms of the level of self-efficacy. The results of the study identified that: (1) The quality of learning is classified as high in all three stages, namely (a) the planning stage, namely learning devices and research instruments in the valid category (94.9%); (b) the implementation stage, namely the implementation of learning in the very good category (93.1%) and student responses in the positive category (76.1%); (c) and the evaluation stage proves that individual learning completion reaches the Minimum Competency (KKM) (70), classical completion, the average experimental class is superior to the control class, there is a difference in problem-solving ability before and after PBL learning assisted by E-modules, and an increase in problem-solving ability in the moderate category; (2) There is a positive and significant influence between problem-solving ability and student self-efficacy, although it is in the low category (16.5%); and (3) Students with high self-efficacy show superior abilities than students with moderate self-efficacy or low self-efficacy.

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