Journal of Teacher Training and Educational Research
Journal title : Journal of Teacher Training and Educational Research Initials : JOTTER Abbreviation : J.Teach.TNG.edu.research DOI : 10.71280/jotter by Crossref ISSN : 3025-4817 Editor-in-chief : Dr. M Aditya Firdaus Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung Citation : Sinta| Google Scholar | Garuda | Crossref | Moraref | Onesearch | Dimensions| Copernicus | Publication schedule : 3 issues per year ( April, August, and December)
Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung
The Role of Islamic Education Philosophy in Forming Self-Concept of Islamic Education Students
This study aims to analyze the role of Islamic Education Philosophy in shaping the self-concept of undergraduate students in Islamic Religious Education at Universitas Singaperbangsa Karawang. Employing a qualitative approach with a case study method, this research explores students' understanding of key concepts in Islamic Education Philosophy and how this understanding influences their professional and personal identities. Findings indicate that students possess varying levels of comprehension; however, Islamic Education Philosophy significantly contributes to the formation of their self-concept, fostering a sense of responsibility, integrity, and a holistic view of knowledge. Factors such as the quality of lecturer instruction, curriculum relevance, and students' intrinsic motivation are identified as crucial elements influencing this process. The practical implications of this study suggest the need to strengthen pedagogical methods and enhance the integration of philosophical principles within the curriculum, while also encouraging students to actively internalize these values. This study contributes to the theoretical understanding of the relationship between religious philosophy and the development of professional identity in the field of education.
Copyright (c) 2026 Iqbal Amar Muzaki, Taufik Mustofa, Hinggil Permana https://creativecommons.org/licenses/by-sa/4.0
Implementing Differentiated Instruction in Islamic Religious Education to Strengthen Religious Character in Primary Islamic Schools
This study aims to describe the implementation of differentiated learning in Islamic Religious Education to strengthen students’ religious character at MI Muhammadiyah Tahuna. This research employed a qualitative approach with a case study method. Data were collected through interviews, classroom observations, and documentation involving Islamic Religious Education teachers, the head of the madrasah, and students. The data were analyzed through data condensation, data display, and conclusion drawing. The findings show that differentiated learning was implemented by adjusting learning activities to students’ readiness, abilities, interests, and learning needs. Teachers applied content, process, and product differentiation through varied activities such as discussion, worship simulation, collaborative learning, reflection, posters, Islamic poetry, and personal assignments. The implementation of differentiated learning contributed to strengthening students’ religious character, particularly in worship discipline, honesty, responsibility, confidence, respect for differences, and social awareness. Supporting factors included teacher commitment, institutional support, and student enthusiasm, while the constraints included limited facilities, large class size, limited learning time, and teachers’ difficulty in designing varied learning materials. This study concludes that differentiated learning in Islamic Religious Education can become an adaptive and meaningful pedagogical strategy for strengthening students’ religious character in primary Islamic education.
Copyright (c) 2026 Fachrul Rozi Sasikome, Mehammad Shaleh Gunung, Dina Mardiana https://creativecommons.org/licenses/by-sa/4.0
Teacher Exemplary Behavior in Character Learning: A Case Study on the Formation of Longed-for Teachers in Madrasah Ibtidaiyah
This study aims to examine teacher exemplary behavior in character learning and its contribution to the formation of teachers who are longed for by students. The study employed a qualitative approach with a case study design at MI Muhammadiyah Tahuna. Data were collected through observation, in-depth interviews, and documentation involving teachers and students as the main participants. The data were analyzed through data condensation, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings show that teacher exemplary behavior was reflected in discipline, honesty, responsibility, polite communication, empathy, fairness, emotional control, and consistency between words and actions. These behaviors functioned as moral models that students observed, imitated, and internalized in daily school life. Teacher exemplary behavior also influenced students’ motivation and character by encouraging punctuality, confidence, respect, responsibility, and positive classroom participation. In addition, warm communication, active listening, and emotional support strengthened teacher–student relationships and created emotional closeness. This emotional bond contributed to the formation of the longed-for teacher, namely a teacher who is respected, remembered, and missed because their presence provides comfort, guidance, motivation, and moral inspiration. The study concludes that teacher exemplary behavior is a fundamental foundation of character learning and should be strengthened through reflective teaching practices, empathetic communication, and a supportive school culture.
Copyright (c) 2026 Mehamad Shaleh Gunung, Khozin, Rahmad Hakim https://creativecommons.org/licenses/by-sa/4.0
Digital Media-Based Tarikh Learning through a Deep Learning Approach: A Case Study at SMP Muhammadiyah 1 Madiun
This study aims to describe and analyze the implementation of digital media-based Tarikh learning with a deep learning approach at SMP Muhammadiyah 1 Madiun. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving two Year 8 students, a Tarikh teacher, and the vice-principal for curriculum. The data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing or verification, while data validity was ensured through source triangulation, technique triangulation, and member checking. The findings show that Tarikh learning was innovated through the use of instructional videos, interactive PowerPoint presentations, infographics, visual chronology, and digital storytelling. These media helped students understand Islamic historical events more concretely, increased their engagement, and encouraged discussion and value reflection. The teacher played a central role as a facilitator and innovator by guiding students to analyze moral messages, reflect on prophetic values, and connect Tarikh materials with daily life. School support through curriculum flexibility, learning facilities, and digital learning encouragement also strengthened implementation. The deep learning approach contributed to students’ conceptual, reflective, and applicative understanding, particularly in interpreting values such as honesty, courage, patience, responsibility, and prophetic exemplarity. This study concludes that digital media-based Tarikh learning with a deep learning approach can become an adaptive and meaningful model for Islamic Religious Education in the digital era.
Copyright (c) 2026 Yan Adhi Wikarsa, Hilmy Yunan, Amir Amir; Dina Mardiana https://creativecommons.org/licenses/by-sa/4.0
A Family–School Synergy Model for Enhancing Children’s Qur’anic Literacy: A Vygotskian Social Constructivist Perspective
This study aims to develop a family–school synergy model for enhancing Qur’anic literacy among elementary school children through the Ummi method from Vygotsky’s social constructivist perspective. This research employed a library research method with a descriptive qualitative approach. Data were obtained from books, journal articles, official documents, and relevant scholarly literature on Qur’anic literacy, the Ummi method, family involvement, school–family collaboration, and Vygotsky’s social constructivism. The data were analyzed through data condensation, data display, conclusion drawing, and content analysis. The findings indicate that the Ummi method provides a structured foundation for Qur’anic learning through the principles of tartil, talaqqi, and ta’dib. Family involvement strengthens children’s Qur’anic literacy through home-based muraja’ah, motivation, religious modeling, and daily habituation. From a Vygotskian perspective, teachers and parents function as more knowledgeable others who provide scaffolding within children’s Zone of Proximal Development. The proposed model emphasizes school-based scaffolding, family-based scaffolding, collaborative scaffolding, and peer scaffolding as interconnected components in developing Qur’anic literacy. This study concludes that Qur’anic literacy should be designed as a collaborative learning ecosystem that integrates structured instruction, parental involvement, social interaction, and Qur’anic character formation.
Copyright (c) 2026 Hilmy Yunan, Khozin, Rahmad Hakim https://creativecommons.org/licenses/by-sa/4.0