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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 Effectiveness of the Repetitive Talqin Method in Recognizing Hijaiyah Letters for Children with Autism: English Havidz Cahya Pratama; Muhandisa Elvin Rahmita; Makhful; A. Sulaeman
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.v8i2.1689

Abstract

This study was motivated by the increasing prevalence of autism and the need for an Al-Qur'an learning method that is compatible with the learning characteristics of children with Autism Spectrum Disorder (ASD). The Talqin method was selected because it emphasizes repetition and direct modeling as its core instructional principles. This study aimed to examine the effectiveness of the Talqin method in improving the recognition of Hijaiyah letters among children with ASD at the An-Najwa Learning and Rehabilitation Center, Tegal, and to identify the supporting and inhibiting factors affecting its implementation. A mixed-methods approach with a convergent parallel design was employed. The research participants consisted of children with ASD, teachers/therapists, and the head of the foundation. Data were collected through observations, interviews, questionnaires, and documentation. Quantitative data were analyzed using descriptive statistics with JASP software, while qualitative data were analyzed using the Miles and Huberman model. The findings indicate that the Talqin method was highly effective, with a mean score of 27.73 for Variable X (Very Effective) and 24.13 for Variable Y (Very Good). The primary supporting factors included teacher competence, consistent instructional routines, parental support, and the flexibility of the method. The major inhibiting factors comprised the characteristics of autism, limited facilities, managerial challenges, and the social environment. This study also developed five practical implementation models: a standardized Talqin instructional procedure, learning environment modification, integrated teacher training, parent collaboration, and individualized evaluation. Accordingly, the alternative hypothesis (H₁) was accepted, while the null hypothesis (H₀) was rejected. The effectiveness of the Talqin method was further supported by a conducive learning ecosystem.
Implementasi Pola Pembiasaan Pendidikan Agama Islam bagi Anak Usia Dini di Lingkungan Keluarga: Studi Kasus di TK Darmawanita Kalianda Ulfah Nabilla Maghfi; Ririn Dwi Wiresti
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.v8i2.1691

Abstract

The application of religious moral values is closely related to a child's character, attitude in politeness, willingness to implement religious teachings in everyday life. The pattern of habituation of Islamic religious education for early childhood in a good family has an impact on later being able to maintain their faith to act according to religious teachings and morality. This study uses a qualitative descriptive method with the sample in this study being children of DARMAWANITA Kindergarten, Kalianda, South Lampung. The results of this study are the habituation of Islamic religious education for early childhood through the Pancasila student profile dimension of Faith and piety to God Almighty, and noble character in intracurricular activities implemented through five models, namely habituation, role model, student discipline development, participatory learning, and school activity programs.
Bahasa Inggris Anisa Nurul Santy Nur Insani; Mintarsih Arbarini
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.v8i2.1694

Abstract

Character formation among adolescents in Islamic boarding schools (pesantren) is shaped not only by the formal educational environment but also by the social dynamics that occur among peers. This study examines the direct and indirect effects of pesantren education on santri character formation, with peer group as a mediating variable. A quantitative associative design was employed, involving 60 santri selected through purposive sampling. Data were collected using a validated and reliable five-point Likert-scale questionnaire (10 items per variable; Cronbach's alpha of .872, .831, and .810 for pesantren education, peer group, and character formation, respectively) and were analyzed through classical assumption tests, simple and multiple linear regression, and the Sobel test. The results show that pesantren education has a significant direct effect on peer group (β = .740; p < .001) and on character formation (β = .739; p < .001), and that peer group significantly affects character formation (β = .380; p = .003). The Sobel test confirms a significant indirect effect of pesantren education on character formation through peer group (z = 2.905; p = .004), indicating partial mediation, with the mediated pathway accounting for approximately 38% of the total effect. These findings suggest that pesantren education shapes santri character both directly, through habituation, exemplary role models, and a controlled environment, and indirectly, by cultivating a positive peer climate that reinforces religious and social values. The study offers practical implications for pesantren administrators to design peer-based character-reinforcement programs alongside formal educational activities.
Implementation of Akidah Akhlak Learning in Shaping Students' Environmental and Social Care Character at MTs Ar-Rohman 2 Sulang Muhammad Abdulloh Fatin; Arim Irsyadulloh Albin Jaya; Nazih Sadatul Kahfi
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.v8i2.1695

Abstract

This research is motivated by the importance of addressing the challenges of degradation in students' environmental care character and the decline of social empathy in the digital era through religious education. This study aims to describe the implementation of Akidah Akhlak learning, analyze its value internalization process, and identify the supporting and inhibiting factors in shaping students' environmental and social care characters at MTs Ar-Rohman 2 Sulang. The research method applied a qualitative approach with a case study design. Data were collected through interviews, observation, and documentation studies involving the Vice Principal of Curriculum, Akidah Akhlak teachers, and students. Data validity was tested using source and technique triangulation, while data analysis followed interactive steps consisting of data reduction, data display, and conclusion drawing. The results showed that the implementation of Akidah Akhlak learning was carried out contextually by linking learning materials (such as ta'awun, amanah, and khalifah fil ardh) with real actions, including classroom duties, community service, almsgiving, and social work. The value internalization process occurred gradually through three interconnected paths: classroom learning, direct teacher modeling, and the madrasah's culture of habituation. The main supporting factors included the consistency of madrasah culture and peer support. Meanwhile, the inhibiting factors were the influence of family and social environments outside the school, limitations in students' motivation, and the absence of standardized character evaluation instruments. This study concludes that Akidah Akhlak learning is effective in shaping students' ecological and social behavior when systematically integrated with teacher exemplary and a supportive madrasah ecosystem.
Strategic Internalization of Islamic Ethics in School Culture: A Qualitative Analysis of Religious Education Practices at Vocational High School Annuraniyah Sulang Jamilud Daroini; Achmad Abdul Azis
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.v8i2.1697

Abstract

Educational development is not only oriented toward students’ intellectual abilities, but also plays a crucial role in shaping character and morals. From an Islamic perspective, education aims to produce individuals who are faithful, pious, knowledgeable, and possess noble character, so educational success is measured not only by academic achievement but also by the ability to implement moral and ethical values in daily life. Islamic Religious Education has a strategic role in this regard. In the era of globalization and technological advancement, moral challenges such as declining respect, individualism, low discipline, and misuse of social media have emerged, demanding a more contextual approach to religious education. One effective approach is through school culture as a system of values, norms, and habits that internalize Islamic ethics through habituation, role modeling, and social interaction. Although studies on religious school culture show a positive influence on character, research on the internalization of Islamic ethics in vocational high schools remains limited. This study aims to analyze the internalization of Islamic ethics through school culture at Vocational High School Annuraniyah Sulang. The school integrates Islamic values through activities such as the recitation of Asmaul Husna, congregational prayers, charity, student kultum, and character habituation in both academic and non-academic activities. The research focuses on the forms of internalization, strategies used, supporting and inhibiting factors, and their contribution to students’ character development. The findings are expected to provide a theoretical contribution to Islamic education studies and serve as a basis for school policy evaluation in strengthening character education based on Islamic values.
Manajemen Halaqoh Shobah dan Masa’i dalam Sistem Pembinaan Tahfidz Berbasis Asrama: Studi Multisitus Najmiyyatul Mizaniyyah; Teguh Triwiyanto; Sultoni
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.v8i2.1698

Abstract

The implementation of tahfidz education in boarding-based Islamic schools requires a systematic management approach to ensure the continuity of memorization development and the achievement of learning targets. In this context, halaqoh shobah and halaqoh masa’i constitute important daily activities that integrate memorization, muroja’ah, and direct guidance within the boarding environment. However, the management of these activities may vary across pesantren according to their organizational structures, policies, and students’ developmental needs. This study aims to analyze the management of halaqoh shobah and halaqoh masa’i within a boarding-based tahfidz development system at two tahfidz pesantren in Magelang Regency, Indonesia. The study employed a qualitative approach using a multisite case study design. Data were collected through semi-structured interviews, participant observation, and documentation involving four purposively selected informants. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing and verification, followed by within-site and cross-site analysis. The findings indicate that both pesantren manage halaqoh shobah and halaqoh masa’i as an integrated tahfidz development system through four management functions: planning, organizing, actuating, and controlling. Planning involves program evaluation, memorization target setting, scheduling, group formation, and assignment of instructors. Organizing considers students’ characteristics and developmental needs as well as instructors’ competencies. Implementation integrates ziyadah, muroja’ah, sabaki, memorization recitation, and direct instructor mentoring. Controlling is conducted through memorization progress recording, periodic recapitulation, evaluation, follow-up actions, and program improvement. Despite sharing similar managerial foundations, the two pesantren demonstrate adaptations in authority, organizational structure, target-setting mechanisms, activity schedules, and monitoring instruments. The study concludes that the management of halaqoh shobah and halaqoh masa’i forms an integrated management cycle characterized by evaluation-based planning, needs-based organization, direct mentoring-oriented implementation, and monitoring-based control with follow-up actions. These findings suggest that sustainable tahfidz development in boarding environments requires an integrated, adaptive, and continuous management system.
The Implementation of Problem-Solving-Based Fiqh Learning in Developing Critical Thinking Skills of Students at Vocational High School Annuraniyah Sulang Masromah; Arim Irsyadulloh Albin Jaya
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

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran Fiqh berbasis pemecahan masalah dalam mengembangkan kemampuan berpikir kritis siswa di SMK Annuraniyah (SMK Annuraniyah) Sulang. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi yang melibatkan guru Fiqh, siswa, dan administrator sekolah. Analisis data dilakukan melalui kondensasi data, penyajian data, dan penarikan kesimpulan, didukung oleh triangulasi sumber dan teknik untuk memastikan validitas data. Hasil penelitian menunjukkan bahwa pembelajaran Fiqh berbasis pemecahan masalah diimplementasikan melalui beberapa tahapan, yaitu penyajian masalah kontekstual, identifikasi masalah, pencarian informasi dan bukti hukum ( dalil ), analisis solusi alternatif, dan penarikan kesimpulan. Temuan empiris menunjukkan bahwa siswa menjadi lebih aktif dalam menyampaikan pendapat, mampu menganalisis isu-isu terkait Fiqh berdasarkan sumber hukum Islam, membandingkan berbagai sudut pandang, dan memberikan argumen yang lebih logis selama diskusi di kelas. Pendekatan pembelajaran ini juga memungkinkan siswa untuk menghubungkan konsep Fiqh dengan isu-isu kehidupan nyata yang mereka temui dalam kehidupan sehari-hari. Faktor pendukung implementasi meliputi kompetensi guru, ketersediaan sumber belajar, dan budaya sekolah yang mendorong diskusi. Sementara itu, tantangan yang dihadapi adalah perbedaan kemampuan siswa dan keterbatasan waktu pembelajaran. Studi ini menyimpulkan bahwa pembelajaran Fiqih berbasis pemecahan masalah efektif dalam mengembangkan kemampuan berpikir kritis siswa sekaligus memperkuat pemahaman dan penalaran mereka tentang hukum Islam.
The Tripartite Hadharah of al-Nash, al-'Ilm, and al-Falsafah in the Integration of Islam and Science in Islamic Religious Education Learning Eta Sopia
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.v8i2.1700

Abstract

This study examines the concept of Tripartite Hadharah, comprising al-Nash (the sacred text), al-'Ilm (science), and al-Falsafah (philosophy), within the context of integrating Islam and science in Islamic Religious Education (PAI) learning. This approach seeks to affirm the importance of aligning Islamic values with the development of modern science in order to shape learners who are faithful, knowledgeable, and critically minded. The study employs a qualitative method with a library research approach, drawing data from relevant classical and contemporary literature. The findings show that Tripartite Hadharah functions as an integrative paradigm that rejects the dichotomy between religious and general knowledge. Through the synergy of revelation, reason, and scientific experience, PAI learning can be developed holistically, cultivating a balance between spirituality, rationality, and morality in learners. This concept therefore offers a fresh direction for strengthening the integration of Islam and science within contemporary Islamic education, and points to the need for further field-based research to test its application in curriculum design and teacher practice.
Contextual-adaptive model of Arabic language learning management in the era of Artificial Intelligence: A multisite study on Islamic educational institutions in Yogyakarta Qiyadah Robbaniyah
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.v8i2.1701

Abstract

The development of artificial intelligence (AI) encourages changes in the management of Arabic language learning, but the adoption rate in Islamic educational institutions is not uniform and is not always in line with the readiness of students, teachers, infrastructure, and institutional governance. This study aims to analyze the management pattern of Arabic language learning in the context of different AI and digital learning adoption and formulate a contextual-adaptive model that is appropriate for Islamic educational institutions. The research uses a qualitative approach with a multisite study design in six educational institutions in Yogyakarta, namely MI Annidzomiyyah, Salafiyah Ula Islamic Centre Bin Baz, SDIT Al-Ukhuwah Al-Islamiyyah, MTsN 1 Yogyakarta, Aisyiyah Flagship Junior High School, and MA Bin Baz Putri. Primary data came from field observations, interviews with Arabic teachers, and learning documentation in the even semester 2025/2026. The analysis was carried out through per-site data condensation, cross-case matrix preparation, thematic comparison, and conceptual pattern formulation. The results of the study showed five findings. First, technology adoption is on the continuum from book-based learning to managed digital integration. Second, AI functions more as a teacher's work assistant for planning, material search, pronunciation, and evaluation preparation than as a tool used directly by students. Third, verification of AI outputs for Arabic books, modules, dictionaries, and references is an important control mechanism. Fourth, hybrid practices that combine digital media with manual exercises and authentic assessments are still needed, especially for oral, listening, and writing skills. Fifth, the sustainability of AI use is influenced by gadget policies, the availability of facilities, time allocation, and teacher competency development. Based on these findings, the study formulated a Contextual-Adaptive Model consisting of context diagnosis, adaptive planning, hybrid-controlled implementation, authentic verification and assessment, as well as institutional support and teacher development. This model places AI as a support tool for pedagogical decisions, not a substitute for teachers' academic authority.
RELEVANSI NILAI-NILAI TRADISI PESANTREN DALAM PEMIKIRAN ZAMAKHSYARI DHOFIER DAN ZARKASI SEBAGAI LANDASAN PEMBENTUKAN KARAKTER SANTRI DI ERA MODEREN Ahmad Nurkholis; Benny Prasetya; Sumarno
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.v8i2.1702

Abstract

Islamic boarding schools (pesantren) have long played a strategic role in shaping students’ moral and spiritual character in Indonesia. However, modernization, digitalization, and globalization have posed significant challenges, including moral degradation, weakening of scholarly ethics, and identity fragmentation among santri. This article aims to analyze the relevance of pesantren traditional values in the thoughts of Zamakhsyari Dhofier and KH. Imam Zarkasyi as a conceptual foundation for santri character formation in the modern era. This study employs a qualitative library research approach using content analysis and philosophical-hermeneutic interpretation of the primary works of both figures and relevant contemporary literature. The findings reveal that Dhofier conceptualizes pesantren as a value system and worldview emphasizing sincerity, simplicity, moral obedience, and the kyai santri relationship as the core medium of character transmission. Meanwhile, Imam Zarkasyi introduces an integral education model that reconstructs pesantren traditions by integrating religious knowledge, general sciences, and systematic character education. The synthesis of these perspectives demonstrates that pesantren values are not static but adaptive and remain relevant in shaping santri with strong religiosity, critical awareness, and global competitiveness. This article contributes to strengthening a tradition-based yet contextual paradigm of character education in pesantren.

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