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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) PIJAR: Jurnal Pendidikan dan Pengajaran At Turots: Jurnal Pendidikan Islam
Wiwin Narti
Institute Agama Islam Yasni Bungo
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Adaptive Implementation of Foreign-Language Regulation in an Indonesian Tahfidz Pesantren: A Qualitative Study of Bi'ah Lughawiyah Wismawati; Baili; Wiwin Narti
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 1 No. 1 (2022): Desember
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v1i1.1595

Abstract

Regulasi bahasa asing telah menjadi instrumen berulang di pesantren Indonesia yang berusaha membangun lingkungan linguistik yang imersif, namun implementasi tingkat lapangan sering menyimpang dari desain kebijakan. Penelitian ini mengkaji bagaimana aturan bahasa asing diberlakukan, diperebutkan, dan diadaptasi di Pondok Pesantren Tahfidzul Qur'an Alhusna di Kabupaten Bungo, di mana bahasa Arab dan Inggris bergantian setiap minggu di semua interaksi sehari-hari. Desain kualitatif deskriptif digunakan; Data diperoleh melalui observasi partisipatif selama 18 jam di dua siklus rotasi, tiga wawancara semi terstruktur (koordinator bahasa, pengawas asrama, Santri senior) masing-masing berlangsung selama 45-60 menit, dan analisis dokumen jadwal bahasa, buku catatan Mufradat, dan catatan pengawasan. Data dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña dan ditriangulasi berdasarkan sumber, metode, dan keterlibatan yang berkepanjangan. Tiga temuan muncul. Pertama, implementasi bertumpu pada empat pilar operasional—rotasi mingguan, pembinaan intensif (mufradat, muhadatsah, muhadharah), pengawasan berlapis, dan sistem sanksi-imbalan. Kedua, lima kendala berulang berpotongan: kesenjangan leksikal, penghambatan psikologis, kepadatan jadwal (≈16 jam aktif/hari), media pendukung terbatas, dan kemahiran dasar yang heterogen. Ketiga, empat strategi adaptif menstabilkan regulasi: pendampingan pribadi humanistik, penyediaan sumber daya linguistik secara bertahap, target yang dibedakan di tiga tingkat kemahiran, dan integrasi kepatuhan bahasa ke dalam kelas akhlaq. Hasil penelitian menunjukkan bahwa ketahanan bi'ah lughawiyah kurang bergantung pada ketegasan regulasi daripada pada kemampuan beradaptasi manajerial, dukungan ekosistem, dan pendampingan humanistik yang mengkalibrasi ulang aturan ke heterogenitas peserta didik.
Implementing the Wafa Five-Stage (5P) Right-Brain Method in Qur’an Memorization at an Indonesian Primary School: A Qualitative Case Study of Pedagogical Adaptation Choirul Azimin; Sriani; Wiwin Narti; Andryadi
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 3 No. 2 (2025): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v3i2.1606

Abstract

Conventional Qur’an memorization (tahfidz) in Indonesian elementary schools often relies on uniform repetition that disregards the concrete-operational cognition of children aged 7–12, yielding fatigue, motivational decline, and uneven progress. The Wafa method, structured around a five-stage protocol (Opening, Experiencing, Teaching, Assessing, Closing abbreviated 5P) and grounded in right-brain multisensory learning, has been promoted as a pedagogical response, yet most existing studies report aggregate effectiveness without examining how classroom teachers operationalize and adapt it when contextual constraints emerge. This study therefore investigates the planning, enactment, encountered constraints, and adaptive strategies of the Wafa 5P method at SD Lab School Integrated SKB, Bungo Regency, Indonesia. A qualitative case-study design was employed; data were generated over a ten-week period (March–May 2024) through participant observation of 24 lessons, semi-structured interviews with eight purposively sampled informants (principal, four tahfidz teachers, three homeroom teachers), and document analysis. Analysis followed the Miles, Huberman, and Saldaña interactive model, with credibility secured through source and method triangulation and prolonged engagement. Findings show that the 5P protocol was implemented in full sequence but encountered three recurrent constraints: difficulty internalizing the Hijaz tonal pattern, irregular attendance linked to home distance, and heterogeneous memorization pace within a 35-minute slot shared with Dhuha prayer. Teachers responded with three contextual adaptations: routine playback of child-oriented murottal audio, autonomy-supportive responses to tardiness coupled with catch-up tasks, and a 14:30–17:00 supplementary tahfidz class. Findings reframe Wafa as a teacher-mediated, context-responsive system, contributing evidence for differentiated Qur’an instruction in primary education.
INTERNALISASI ETIKA LINGKUNGAN DALAM PERSPEKTIF ISLAM MELALUI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Hana Sutri; Sriani Sriani; Sugeng Kurniawan; Joni Juli Yandra; Wiwin Narti
Jurnal Review Pendidikan dan Pengajaran Vol. 5 No. 1 (2022): Volume 5 Nomor 1 Juni Tahun 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v5i1.59586

Abstract

Krisis ekologis yang semakin mengemuka di Indonesia menuntut revitalisasi pendidikan berbasis nilai, khususnya melalui mata pelajaran Pendidikan Agama Islam (PAI) yang secara teologis mengandung prinsip pelestarian alam. Penelitian ini bertujuan menganalisis proses internalisasi etika lingkungan dalam perspektif Islam melalui pembelajaran PAI di Kabupaten Bungo, Jambi. Menggunakan pendekatan kualitatif dengan desain studi kasus multipusat, data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen pembelajaran dari tiga satuan pendidikan (SMP/MTs) di wilayah Bungo. Analisis tematik mengungkap empat temuan utama: (1) integrasi materi ekologis masih bersifat parsial dan bergantung pada inisiatif guru, (2) internalisasi nilai berjalan melalui tahapan kognitif-afektif-psikomotorik yang diperkuat oleh praktik kontekstual, (3) faktor pendukung meliputi kesadaran komunitas lokal dan program sekolah adiwiyaya, sementara penghambat utamanya adalah budaya ujian terstandarisasi dan minimnya modul ajar terintegrasi, serta (4) dampak internalisasi terlihat pada perubahan perilaku pro-lingkungan siswa meskipun belum terlembaga secara sistemik. Studi ini merekomendasikan penyusunan panduan integrasi kurikulum, penguatan kompetensi pedagogik-ekologis guru PAI, serta kolaborasi lintas mata pelajaran untuk memperkuat pendidikan lingkungan berbasis kearifan lokal dan nilai keislaman. Temuan ini berkontribusi pada pengembangan model PAI yang responsif terhadap agenda keberlanjutan global dan kontekstualisasi Kurikulum Merdeka.
Adaptive Management and Social Capital in Rural Islamic Boarding School Enrollment Growth: A Qualitative Case Study from Tebo Regency, Indonesia Sri Wahyuni; Andryadi; Wiwin Narti
At Turots: Jurnal Pendidikan Islam Vol. 3 No. 1 Juni (2021): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Rural Islamic boarding schools (pesantren) in Indonesia face persistent enrollment volatility amid accelerating modernization, digital transformation of educational information-seeking, and intensified competition with credentialed formal schools. Existing scholarship has examined either conventional promotion or digital marketing in pesantren contexts, yet integrative analyses linking sociocultural ties, managerial decisions, and geographic-economic conditions remain limited. This study examines how Pondok Pesantren Darussalamah, located in a remote sub-district of Tebo Regency, Jambi Province, sustained enrollment growth from six students at its founding in 2011 to approximately 120 students by 2025. A descriptive qualitative case-study design was adopted. Data were collected between May and August 2025 through participant observation of daily and recruitment activities, semi-structured in-depth interviews with eight informants selected by purposive sampling (the head of the pesantren, three teachers, two active students, one alumnus, and one parent representative), and documentary review of brochures, social-media archives, and enrollment records spanning 2011–2025. Analysis followed the Miles and Huberman interactive model; credibility was secured through source and method triangulation, member checking, and prolonged engagement. Enrollment growth was sustained by five interlocking practices: relational engagement with the surrounding community, affordable-tuition and scholarship policies, integrated formal-religious curriculum with disciplinary structure, character-oriented extracurricular programs, and hybrid socio-religious–digital promotion. Persistent constraints included inadequate facilities, weak data-driven planning, geographic remoteness, and heterogeneous community religious perceptions. Mitigation depended on alumni-mediated social capital, hybrid promotion, economic affirmation, and incremental managerial professionalization. The findings suggest that recruitment success in rural pesantren depends less on formal marketing intensity than on relational legitimacy, managerial adaptability, and inclusive access policies.
Co-Authors Andryadi Baili Choirul Azimin Hana Sutri Joni Juli Yandra Sri Wahyuni Sriani Sriani Sriani Sugeng Kurniawan Wismawati