Integrasi Nilai-Nilai Islam dalam Praksis Manajemen Guru dan Self-Regulated Learning Siswa di MTs Muhammadiyah Blimbing
DOI:
https://doi.org/10.14421/jpm.2025.73-84Keywords:
Autonomous Motivation, Classroom Management, Islamic Values, Madrasah Education, Self-Regulated LearningAbstract
This study examines the contribution of systematic classroom management and the integration of Islamic values to the development of self-regulated learning (SRL) in Madrasah Tsanawiyah students. The study was conducted using a qualitative approach based on literature review, enriched with semi-structured interviews with a teacher at MTs Muhammadiyah Blimbing in November 2025 to provide an empirical picture of field practices. The analysis results indicate that proactive classroom management—including the formulation of learning objectives, orderly transition arrangements, provision of formative feedback, and reflective closures support the development of forethought, monitoring, and self-evaluation processes in learning strategies. Islamic values such as amanah (trustworthiness), discipline, and muhasabah (self-reflection) strengthen autonomous motivation so that students understand the meaning of learning activities and feel responsible for their tasks. The integration of pedagogical structure and value orientation fosters SRL as a habitual learning practice. Practically, research recommends a structured classroom routine to strengthen autonomy while maintaining the spiritual identity of Islamic educational institutions.
Downloads
References
Bowen, G. A. (2020). Document analysis as a qualitative research method. Qualitative Research Journal, 20(2), 277–290.
Creswell, J. W., & Poth, C. N. (2021). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.
Chow, A., Williams, K., & Li, J. (2024). Proactive classroom management and student engagement: A multilevel analysis in secondary schools. Teaching and Teacher Education, 135, 104374.
Chow, J., Lee, K., & Lau, E. (2024). Effective classroom routines and student engagement in secondary education: A systematic review. Teaching and Teacher Education, 135, 104317.
Duan, W., Bissaker, K., & Xu, L. (2024). Teacher efficacy and classroom management: A meta-analytic review. Review of Educational Research, 94(1), 112–140.
Duan, W., Bissaker, K., & Xu, L. (2024). Teacher classroom management self-efficacy and its influence on instructional adaptation. Journal of Educational Psychology, 116(2), 245–260.
Emmer, E. T., & Sabornie, E. J. (2023). Handbook of classroom management (4th ed.). Routledge.
Fitri, N., & Ansyah, R. (2024). Psychoeducational interventions to enhance self-regulated learning among Islamic junior high school students. Journal of Islamic Educational Psychology, 6(1), 45–60.
Fitri, A., & Ansyah, A. (2024). Enhancing students’ self-regulated learning through structured goal-setting interventions in Islamic junior high schools. Journal of Educational Psychology and Pedagogy, 12(1), 45–60.
Hasanah, N. (2023). Islamic values internalization and its impact on students’ learning motivation in madrasah environments. Journal of Islamic Education Studies, 11(2), 145–160.
Hidayat, A. (2020). Manajemen kelas dalam pendidikan Islam di madrasah. Jurnal Pendidikan Islam, 12(1), 45–58.
Irwandani, I., & Fitriyawany, F. (2022). Internalisasi nilai Islam dalam pembelajaran sains di madrasah. Jurnal Pendidikan Madrasah, 7(2), 112–123.
Irwandani, I., & Fitriyawany, F. (2022). Pembiasaan nilai Islam dalam pembelajaran dan implikasinya terhadap karakter belajar siswa. Jurnal Pendidikan Karakter, 12(2), 223–236.
Juwairiyah, L., & Fanani, M. (2025). Integrating Islamic values and digital learning in the 21st century classroom: A holistic pedagogical model. Journal of Islamic Education Research, 6(1), 1–18.
Novarizka, D., Rahmawati, S., & Taufiq, A. (2024). Student engagement as a mediator between academic stress and self-regulated learning in Islamic schools. Journal of Educational Development, 13(1), 72–84.
Panadero, E. (2022). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 13, 820636.
Panadero, E. (2024). New directions in self-regulated learning research: A comprehensive review. Educational Psychology Review, 36(1), 1–29.
Rosyidin, R., & Arifin, Z. (2021). Penguatan budaya religius dan implikasinya terhadap motivasi akademik siswa madrasah. Jurnal Studi Pendidikan Islam, 9(2), 134–150.
Rosyidin, R., & Arifin, M. (2021). Integrasi nilai Islam dalam pembelajaran di madrasah: Analisis praktik dan implikasinya. Jurnal Pendidikan Islam, 10(2), 175–189.
Sahib, S., Danim, S., Sahono, B., & Somantri, M. (2021). Implementasi manajemen kelas pada lembaga pendidikan Islam. Jurnal Manajemen Pendidikan Islam, 6(1), 67–78.
Sahib, R., Danim, S., Sahono, B., & Somantri, A. (2021). Konsistensi rutinitas pembelajaran dan dampaknya terhadap disiplin belajar siswa. Jurnal Manajemen Pendidikan, 16(1), 45–56.
Sahib, K., Danim, S., Sahono, S., & Somantri, M. (2021). Religious routines and classroom management in Islamic schools. Journal of Islamic Pedagogy, 3(2), 89–104.
Schunk, D. H., & Greene, J. A. (2018). Handbook of self-regulation of learning and performance (2nd ed.). Routledge.
Sulistyorini, D., & Utami, N. (2023). Religious values integration and student discipline in Islamic schools. Journal of Islamic Education Research, 5(1), 22–35.
Snyder, H. (2023). Literature review as a research methodology: An updated review. Journal of Business Research, 161, 113862.
Syahbani, A., Anwar, F., & Shalahuddin, M. (2025). TPACK berbasis nilai Islam untuk pembelajaran abad 21 di madrasah. Jurnal Teknologi Pendidikan Islam, 10(1), 55–70.
Vaismoradi, M., & Snelgrove, S. (2023). Thematic analysis: The “initial step” of qualitative analysis. Qualitative Health Research, 33(2), 287–299.
Wang, M., & Degol, J. (2023). Classroom climate and student motivation: A longitudinal study. Contemporary Educational Psychology, 73, 102129.
Zee, M., & Koomen, H. M. (2021). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A review of the literature. Educational Psychology Review, 33, 571–603.
Yuspiani, D. (2023). Manajemen mutu pembelajaran berbasis nilai pada lembaga pendidikan Islam. Jurnal Manajemen Pendidikan Islam, 7(2), 101–117.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
