cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Husna Nashihin
Contact Email
aufahusna.lecture2017@gmail.com
Phone
+6289509885001
Journal Mail Official
aufahusna.lecture2017@gmail.com
Editorial Address
Jalan Wonosari KM. 10 Karanggayam, Sitimulyo, Piyungan,Bantul,Yogyakarta
Location
Kab. bantul,
Daerah istimewa yogyakarta
INDONESIA
At Turots: Jurnal Pendidikan Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta
ISSN : 26567555     EISSN : 2747089X     DOI : 10.51468
Core Subject :
At Turots is a Journal of Islamic Education with P-ISSN: 2656-7555 / E-ISSN: 2774-089X , published biannually in June and December. Copyright belongs to the authors. This journal contains research findings, developments, and Islamic studies. It is published by the Madani Islamic Education College in Yogyakarta as a means of intellectual communication between the faculty members of STIT Madani Yogyakarta and other academicians. Articles to be received and published in the At-Turots : Jurnal Pendidikan Islam are included in the scope of: Education Science, The Islamic Education Science, Educational Psychology, Learning Psychology, Educational Philosophy, Islamic Educational Philosophy, Lesson Plan, Lesson Design, Lesson Media, Development of Resources and Learning Media, Learning Theory of Islamic Education, Learning Strategies of Islamic Education, Islamic Education Curriculum Development, Objectives and Evaluations of Educational Curriculum, Tafsir Tarbawi, and Hadist Tarbawi.
Arjuna Subject : -
Articles 744 Documents
 71   72   73   74   75 
Deep Learning Implementation and Teacher Training Gaps in Schools Ahmad Fauzi
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.v8i2.1703

Abstract

The deep learning policy mandated under Regulation of the Minister of Primary and Secondary Education No. 13 of 2025 requires teachers to shift their instructional orientation from rote memorization toward understanding that is mindful, meaningful, and joyful. However, the policy has been rolled out nationwide amid persistent and uneven gaps in teacher training, leaving many educators unable to clearly distinguish deep learning from related approaches such as differentiated instruction or project-based learning. This study analyzes how deep learning is being implemented in education units and identifies the teacher-training gaps that constitute its principal obstacle. The study uses a library research method, reviewing current policy documents, journal articles, and relevant, up-to-date teacher-training reports. Findings show that field implementation largely remains at the stage of conceptual socialization and has not progressed to sustained technical mentoring, so that teachers tend to interpret deep learning superficially for instance, merely adding technology use or increasing student workload. This gap is compounded by teachers' limited digital literacy, a scarcity of concrete cross-subject application examples, and training programs that are not tiered to schools' actual needs, particularly in disadvantaged, remote, and frontier (3T) regions. The study concludes that the success of deep learning depends on strengthening continuous teacher training, providing post-training mentoring, and securing school-level policy support that gives teachers room to innovate incrementally.
PEMIKIRAN PENDIDIKAN ISLAM KH. ABDUL WAHID HASYIM: ANALISIS EMPAT PILAR PENDIDIKAN ISLAM Malida Nur Izzatul Mursyidah; Moch Chotib; Hartono
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.v8i2.1712

Abstract

The renewal of Islamic education is crucial for navigating the dynamics of changing times without compromising Islamic and national values. KH. Abdul Wahid Hasyim was a key figure in the reform of Islamic education in Indonesia, championing integrative ideas for the development of *pesantren* (Islamic boarding school) and *madrasah* (Islamic school) education systems. This study aims to analyze KH. Abdul Wahid Hasyim’s educational thought through four primary pillars: religiosity, the development of student potential, social engagement, and the spirit of nationalism. A qualitative approach utilizing library research methods was employed. Data were gathered through a review of relevant literature and subsequently analyzed using a descriptive-analytical method to identify the ideas and contributions of KH. Abdul Wahid Hasyim regarding education. The findings indicate that his educational philosophy emphasized the integration of religious education and general knowledge, the cultivation of students' intellectual potential—fostered through a culture of reading and foreign language proficiency—the development of social concern and tolerance, and the instillation of a national spirit aligned with Islamic values. These ideas were realized through the modernization of *pesantren* learning systems, curriculum development, and an openness to diverse academic disciplines. These four pillars demonstrate that Islamic education is not solely oriented toward knowledge acquisition and spiritual formation but also encompasses character development, social awareness, and national responsibility. Thus, KH. Abdul Wahid Hasyim’s thought provides a conceptual foundation for an Islamic education system that is integrative, moderate, and relevant to the needs of contemporary society.
Digitization of calligraphy art: Blended learning and the cognitive realm in a taxonomic perspective Bloom revised Abdul Latif; Septi Gumiandari; Muhammad Rizal Pahlevy; Tri Lailinnazlah
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.v8i2.1714

Abstract

Calligraphy learning in Islamic boarding schools is often faced with time constraints and technical difficulties for students in mastering accurate writing rules, so it requires innovation through technology integration. This study aims to: (1) Describe the implementation of blended learning in calligraphy learning; (2) Analyze the achievements of students' cognitive domains in calligraphy learning based on the Revised Bloom Taxonomy; (3) Explore the contribution of digitalization through blended learning to cognitive mastery in calligraphy learning; (4) Formulate the implications of the use of blended learning on the development of innovative calligraphy learning models. The method used is a descriptive qualitative approach with phenomenological studies. Data were collected through observation, documentation, and in-depth interviews with teachers and students at the Daarut Ta'allumil Qur'an Islamic Boarding School Sumber Cirebon. The results showed that (1) the implementation of blended learning adopted the Enriched Virtual Model pattern where face-to-face sessions became the motor base, while online sessions utilized graphic design applications to provide visual feedback and enrichment; (2) students' cognitive achievements developed intact starting from remembering letter shapes, understanding rules, applying techniques, analyzing independent mistakes, evaluating peer work, to creating new works; (3) digitalization contributes significantly to strengthening technical understanding through repeatable video tutorials, and encourages learning independence (heutagogi); and (4) the implications of this model offer flexibility in evaluation and increase the creativity of students, but the physical presence of teachers in the talaqqi method remains irreplaceable to transfer implicit knowledge (tacit knowledge).
p Penguatan hafalan Al-Qur’an melalui kombinasi tikrar dan muroja’ah di Pondok Pesantren Ulumul Qur’an Stabat Juliani Putri; M. Bramantio Wibowo; Muamar Al Qadri
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.v8i2.1716

Abstract

Strengthening Qur’anic memorization requires a balance between acquiring new passages and maintaining previously memorized material. This study explores how tikrar and muroja’ah are combined in the tahfizh program at Pondok Pesantren Ulumul Qur’an Stabat, North Sumatra, Indonesia. It examines implementation, supporting and inhibiting factors, and the memorization outcomes described by program staff. A qualitative field research approach was employed using observation, semi-structured interviews, and documentation. Informants were selected purposively according to their involvement in the program. Data analysis involved reduction, display, and conclusion drawing, with source, technique, and time triangulation reported in the underlying research. The findings presented here primarily draw on the accounts of the tahfizh unit head and supervising teachers. Tikrar was used to prepare and reinforce new memorization, whereas muroja’ah was allocated to maintaining earlier passages. Daily activities comprised preparation after dawn prayer, review after afternoon prayer, paired listening before recitation, and supervised recitation between 20:00 and 22:00. The institutional target of three juz per semester functioned as a flexible learning orientation rather than evidence of individual achievement. Supporting conditions included accurate initial recitation, teacher feedback, student commitment, a regular schedule, and peer assistance. Obstacles involved boredom, inconsistent practice, differences in memorization ability, and competing school activities. Teachers reported greater fluency, more accurate recitation, improved readiness for supervised recitation, and better maintenance of earlier memorization. These outcomes represent qualitative assessments rather than measured causal effects. The study identifies an implementation pattern in which differentiated repetition, peer listening, and teacher correction operate as connected activities. It recommends protecting review time, adapting targets to student readiness, and maintaining systematic records of memorization errors and progress.

Page 75 of 75 | Total Record : 744

 71   72   73   74   75 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam Vol. 6 No. 2 Desember (2024): At Turots: Jurnal Pendidikan Islam In Press Vol. 5 No. 001 Februari (2023): At Turots: Jurnal Pendidikan Islam (Special Issue) Vol. 5 No. 2 Desember (2023): At Turots: Jurnal Pendidikan Islam Vol. 5 No. 1 Juni (2023): At Turots: Jurnal Pendidikan Islam Vol. 4 No. 2 Desember (2022): At Turots: Jurnal Pendidikan Islam Vol. 4 No. 1 Juni (2022): At Turots: Jurnal Pendidikan Islam Vol. 3 No. 2 Desember (2021): At Turots: Jurnal Pendidikan Islam Vol. 3 No. 1 Juni (2021): At Turots: Jurnal Pendidikan Islam Vol. 2 No. 2 Desember (2020): At Turots: Jurnal Pendidikan Islam Vol. 2 No. 1 Juni (2020): At Turots: Jurnal Pendidikan Islam Vol. 1 No. 2 Desember (2019): At Turots: Jurnal Pendidikan Islam Vol. 1 No. 1 Juni (2019): At Turots: Jurnal Pendidikan Islam More Issue