Journal of Research and Thought on Islamic Education (JRTIE)

Strategi Manajemen Pengembangan Guru Madrasah Berbasis Kelembagaan dan Personal di MTs Negeri 1 Magelang

Atto Maulana — 2025-10-06

Teacher professional development is a crucial aspect in improving the quality of education, particularly in the era of globalization and rapid technological advancement. Teachers are required not only to master the subject matter, but also to adapt, innovate, and create meaningful learning experiences. This study aims to examine the strategies for developing teacher professionalism at MTs Negeri 1 Magelang through two main approaches, namely institutional and personal. This research employed a descriptive qualitative method with data collected through interviews and document studies. The data were analyzed inductively to identify patterns of strategies implemented by the school as well as teachers’ individual initiatives. The findings indicate that institutional strategies include annual training programs with professional resource persons, thematic workshops according to needs (such as the Merdeka Curriculum and digital media), informal consultation forums, and the creation of a collaborative and supportive school environment. Meanwhile, personal strategies are reflected in teachers’ participation in MGMP, involvement in external training, the adoption of interactive learning methods, the use of video-based digital media, and empathetic approaches such as home visits to better understand students’ backgrounds. The discussion emphasizes that teacher professional development is not only dependent on institutional support, but also highly influenced by teachers’ awareness and lifelong commitment to learning. Therefore, this study recommends several alternative strategies, including the establishment of pedagogical reading clubs, the implementation of peer review systems among teachers, and the integration of interactive e-learning platforms to strengthen both pedagogical and technological competencies. The synergy between institutional and personal strategies is essential for achieving sustainable professionalism, improving learning quality, and enhancing the readiness of madrasahs to face the challenges of globalization.

Revitalizing Tarekat Values in Islamic Character Education in the Digital Age

Ulfa Maskanah — 2025-10-06

This study aims to explore and revive the values of tarekat in Islamic character education that are relevant and contextual in the digital age. Amidst the rapid development of information technology, character education faces increasingly complex challenges, such as the rise of cyberbullying, digital copyright infringement, the spread of hoaxes, and a decline in ethics and morals in online interactions. This shows that an educational approach that only emphasizes cognitive aspects is no longer adequate. An approach that can instill spiritual and moral values deeply is needed. This study uses a descriptive qualitative method through a literature review, analyzing various works that discuss Sufi values and their relevance to contemporary Islamic education. This study shows that Sufi values, such as zuhud, wara', sabar, ridha, and tawakal, have a strong influence in shaping an honest, disciplined, humble, and resilient religious character. The revitalization of these values can be achieved by integrating them into the Islamic education curriculum, strengthening the role of teachers as spiritual guides, digitizing Sufi teachings to make them easily accessible to the digital generation, and establishing virtual communities that prioritize Sufi values. Another important strategy is collaboration with Muslim influencers who have credibility and commitment to these values, to convey moral messages creatively and communicatively to the younger generation. This research is expected to make a real contribution to the development of a spiritual, relevant, and dynamic Islamic character education model that is capable of facing the challenges of the digital age

Adab Peserta Didik Terhadap Pendidik Dalam Kitab Ta‘līm Al-Muta‘allim: Kajian Aksiologis Ibn Miskawayh

Andry Fitriyanto — 2025-11-10

Islamic education serves not merely as a means of knowledge transmission but also as a medium for character formation and moral habituation through the principle of ta’dīb (the cultivation of adab). In the modern context, the erosion of student ethics toward educators reflects a weakening of adab internalization, which constitutes the moral foundation of Islamic education. At the same time, public debates have emerged over the teacher–student relationship within pesantren (Islamic boarding schools), following a controversial report aired by a national television network (Trans7) that portrayed pesantren education as feudalistic. This controversy illustrates the interpretive gap between outsiders and insiders, showing that understanding traditional religious and educational practices requires hermeneutical wisdom to avoid biased judgments. Within this context, examining Ta‘līm al-Muta‘allim through a philosophical lens becomes crucial, as the text remains a central reference in pesantren education and embodies a value system linking knowledge, morality, and spirituality in the teacher–student relationship. This study adopts a qualitative-philosophical approach through the library research method. Primary data are drawn from the original text of Ta‘līm al-Muta‘allim and its classical commentaries, while secondary sources include modern literature on Islamic educational philosophy and Ibn Miskawayh’s theory of values. The analysis proceeds through three main stages: conceptual description, philosophical interpretation, and axiological reflection, aiming to uncover the ethical meaning and relevance of adab in the context of contemporary Islamic education. The findings reveal that al-Zarnūjī positions adab as the spirit of education—a guiding moral value that renders knowledge both blessed and ethically meaningful. Principles such as sincerity, discipline, respect for teachers, and self-control are viewed as forms of riyāḍah al-nafs (spiritual training) that direct learners toward moral perfection. Through the axiological framework of Ibn Miskawayh, these principles are interpreted as the cultivation of virtue (al-faḍīlah) and the attainment of inner harmony (tawāzun al-nafs) through the balance of intellect, emotion, and desire. The synthesis of al-Zarnūjī’s and Ibn Miskawayh’s ideas emphasizes that the ultimate aim of Islamic education extends beyond intellectual achievement to the formation of morally refined and spiritually balanced individuals. Its relevance today lies in its ability to offer a moral framework that harmonizes rationality and spirituality within the educational process. Thus, revitalizing the concept of adab through an axiological perspective provides a strategic foundation for reconstructing Islamic education rooted in wisdom, integrity, and humanity.

Penggunaan AI Sebagai Media Pembelajaran Pendidikan Agama Islam: Studi Kasus di Sekolah Dasar Negeri Bagelan

Muhammad Abdul Malik — 2025-12-02

This study explores the use of Artificial Intelligence (AI) as a learning medium in Islamic Religious Education (IRE) at SD Negeri Bagelen. The research stems from the increasing demand for adaptive and interactive learning in the 21st century, while the integration of AI in Islamic education remains limited. A qualitative case study approach was employed with subjects including Islamic Education teachers, fourth to sixth grade students, and the school principal. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings reveal that AI has great potential to enhance the effectiveness of Islamic education by facilitating personalized learning, providing instant feedback, and creating engaging experiences through chatbots, virtual tutors, and gamification. However, implementation at SD N Bagelen still faces significant challenges, such as limited digital infrastructure, low teacher digital literacy, and the absence of curriculum guidelines for AI integration in religious education. In conclusion, AI utilization in Islamic education can improve students’ motivation and learning outcomes, but requires integrative strategies, including teacher capacity building, technology-based curriculum development aligned with Islamic values, and collaboration among stakeholders.

Keterlibatan Emosional dan Sosial Siswa dalam Pembelajaran Pendidikan Agama Islam: Studi Kasus Penerapan Model Pembelajaran Cooperatif Tipe Jigsaw pada Materi Pernikahan dalam Islam

Sahila Faradisa — 2025-12-02

Learning activities in Islamic Religious Education (PAI), particularly on the topic of Marriage in Islam, have traditionally focused on cognitive understanding such as legal provisions and formal requirements. However, marriage carries broader emotional, social, and moral dimensions that are relevant to the developmental stage of high school students who are exploring identity and interpersonal relationships. This study aims to describe students' emotional and social engagement through the implementation of the Jigsaw cooperative learning model in teaching the topic of marriage at SMA Negeri 3 Sidoarjo. This research employed a qualitative descriptive design. The participants consisted of a PAI teacher and eleventh-grade students involved in Jigsaw-based learning. Data were collected through classroom observations, semi-structured interviews with teachers and students, and document analysis involving lesson modules, group worksheets, and observation notes. Data analysis followed the Miles, Huberman, and Saldana model, which includes data condensation, data display, and conclusion drawing. Data credibility was ensured through source triangulation (teachers, students, documents) and technique triangulation (observation, interview, documentation). The findings reveal that the Jigsaw model effectively enhances students’ emotional engagement, indicated by the emergence of empathy, self-reflection, and awareness regarding marital responsibilities. Social engagement also increased, as shown through active interactions, cooperation, peer support, and greater willingness to express opinions. Additionally, students’ roles as “content experts” fostered academic and social responsibility within their groups. Overall, the study concludes that the Jigsaw model strengthens affective aspects of PAI learning and serves as a strategic alternative for character development in secondary school students.