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All Journal Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Nasir
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi, Indonesia

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Teachers’ strategies in implementing qur’anic tartil to improve students’ qur’an reading skills in madrasah tsanawiyah Alya Amelia; Nasir
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i1.44

Abstract

This study addresses the persistent gap between expected Qur’anic reading proficiency and actual student performance in Islamic secondary education, where inaccuracies in pronunciation, inconsistent application of tajwid rules, and limited fluency remain prevalent. Grounded in sociocultural and cognitive learning theories, this research aims to critically examine how tartil-based instructional strategies are implemented and how they contribute to improving students’ Qur’anic reading skills. A qualitative descriptive case study was employed, involving one Qur’an Hadith teacher, 32 students, and two institutional informants. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using an interactive model to ensure analytical depth and rigor. The findings reveal that tartil-based instruction operates as a structured pedagogical cycle consisting of teacher modeling, guided practice, immediate feedback, repetition, and independent recitation. This process leads to significant improvements across four key indicators, namely makhraj accuracy, tajwid application, reading fluency, and tempo control. In addition, continuous corrective feedback and repetitive practice were found to play a central role in strengthening phonological awareness and reading automaticity. Beyond cognitive gains, the study also demonstrates notable affective improvements, particularly in students’ confidence, motivation, and engagement. Importantly, this research advances the conceptualization of tartil as an integrative instructional framework that bridges traditional recitation practices with contemporary pedagogical principles. By providing a process-oriented and context-sensitive analysis, this study contributes to global discussions on religious literacy and instructional design, offering a novel perspective for enhancing Qur’anic education in diverse learning environments.  
Strategi Active Learning Berbasis Jigsaw dalam Meningkatkan Keaktifan Belajar Siswa pada Pembelajaran Pendidikan Agama Islam di SMP Negeri 18 Kota Jambi Rahmawati; Nasir
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.116

Abstract

The increasing demand for student-centered and dialogical learning in twenty-first-century education has intensified the need for innovative pedagogical approaches capable of fostering meaningful student engagement within religious education classrooms. However, Islamic Religious Education learning in many secondary schools remains predominantly teacher-centered, resulting in limited student participation, passive learning behavior, and weak collaborative interaction during the instructional process. This study investigates the implementation of a Jigsaw-based Active Learning strategy to enhance students’ learning activeness in Islamic Religious Education at class VII.G of SMP Negeri 18 Kota Jambi, Indonesia. Employing a Classroom Action Research design, the study was conducted through two reflective action cycles involving 32 students. Data were collected through classroom observations, semi-structured interviews, reflective field notes, and learning documentation, and were analyzed using descriptive quantitative analysis supported by qualitative reflective interpretation. The findings demonstrate that the Jigsaw-based Active Learning strategy substantially transformed classroom interaction patterns from passive teacher-dominated instruction into collaborative and student-centered learning engagement. Quantitatively, students’ learning activeness increased progressively from a pre-cycle average score of 61.25 with only 18.75% of students categorized as active and very active, to 65.14 in Cycle I with 37.50% learning mastery, and finally reaching 80.42 in Cycle II with 81.25% active participation. Beyond behavioral participation, the strategy also strengthened students’ communication confidence, collaborative responsibility, reflective interaction, and socio-academic engagement during the learning process. The study theoretically reinforces socio-constructivist and cooperative learning perspectives by demonstrating that meaningful engagement in faith-based education emerges through peer-mediated dialogue, collaborative knowledge construction, and reflective social interaction. Furthermore, this research proposes that Jigsaw-based Active Learning functions not merely as a cooperative instructional technique, but as a transformative socio-pedagogical framework capable of integrating cognitive understanding, ethical reflection, and participatory learning within contemporary Islamic Religious Education.
Co-Authors Alya Amelia Rahmawati