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All Journal At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan International Journal of Educational Narratives Quranic Edu
Rivana, Anggi
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Religion Education Social Sciences Other

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The Role of Teachers with Different Educational Backgrounds in the Development of Students’ Learning Motivation Dahari, Dahari; Utama, Mohamad Maulidin Alif; Rivana, Anggi
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 9 No 1 (2022): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v9i1.4230

Abstract

The learning carried out by the teacher in a classroom must develop the qualities of learning, which one of them is students’ learning motivation. Students who are not passionate about learning may find it difficult to develop their achievement. Many students are not aware of the importance of studying seriously. This research was a qualitative research and sampling technique of saturated sample was applied. 30 students were selected as primary data source and 2 teachers was as secondary data source. Data collecting techniques used were in-depth interviews, observation, documentation and questionnaires. The data were analyzed by reducing data, presenting data, drawing conclusions and verification. Research stages I and II involved students and teachers with Da'wah educational background. While, stage III and IV involved students and teachers with PAI educational background.
The Role of School Principals in Promoting Inclusive Education Rivana, Anggi; Pao, Chai; Zahir, Roya; Misransyah, Misransyah
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1745

Abstract

Inclusive education has become a global priority in educational reform, aiming to provide all students, regardless of their abilities or disabilities, with equal opportunities to succeed. School principals play a vital role in fostering an inclusive environment, as they are responsible for leading the implementation of inclusive practices and promoting a culture of acceptance within the school community. However, there is a gap in understanding the specific roles and strategies school principals use to support inclusive education. This study aims to explore the role of school principals in promoting inclusive education, focusing on the strategies they employ, challenges they face, and the impact of their leadership on creating inclusive school environments. The study employed a qualitative research design, using in-depth interviews with 15 school principals across diverse educational settings. Data was analyzed thematically to identify key patterns in the principals’ approaches to inclusion, including leadership styles, professional development, and collaboration with teachers and parents. The findings indicate that school principals play a crucial role in fostering inclusive education by promoting inclusive policies, ensuring adequate resource allocation, and supporting professional development for teachers. However, challenges such as limited resources, resistance to change, and a lack of training were also identified. The study concludes that effective leadership by school principals is essential for the successful implementation of inclusive education. To overcome existing challenges, further professional development and a stronger emphasis on collaboration among educators and stakeholders are recommended.
Implementasi Metode Qo’idah Nuronniyah pada Pembelajaran Tahsin Siswa: Studi Kasus Al-Wildan Islamic School Serpong Tangerang Rivana, Anggi
QuranicEdu: Journal of Islamic Education Vol. 5 No. 1 (2025): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v5i1.1426

Abstract

Islamic education has a strategic role in shaping the spiritual character of the younger generation, where learning tahsin Al Qur’an is one of the important elements to improve reading according to the rules of tajwid and makhraj. SMP Al-Wildan Islamic School Gading Serpong faces challenges in implementing the Qo'idah Nuronniyah Method, although this method is known to be effective in improving the fluency of reading the Al Qur’an. However, there have not been many studies evaluating the effectiveness of this method at the formal junior high school level, especially in dealing with time constraints and variations in student abilities. Here, the researcher used a qualitative approach with a case study method by integrating interviews, observations, and documentation. The research results showed that this method was successful in improving students' reading fluency, but its effectiveness was influenced by teacher skills and motivation due to limited learning media and low student interest in tahsin learning. The support of digital technology and collaboration with families have been shown to have a positive impact on strengthening learning outcomes. This research emphasizes the importance of developing a more innovative and adaptive approach to improving the quality of learning tahsin Al Qur’an at the secondary school level.
Co-Authors Dahari, Dahari Misransyah Akos Pao, Chai Utama, Mohamad Maulidin Alif Zahir, Roya