Article Per Year (5 Year)
p-Index From 2021 - 2026
5.673
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Pendidikan Indonesia Journal of Education and Learning (EduLearn) Potensia MIQOT: Jurnal Ilmu-ilmu Keislaman Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Agama Islam Al-Thariqah Hayula: Indonesian Journal of Multidisciplinary Islamic Studies Halaqa : Islamic Education Journal Dinamika Ilmu MODELING: Jurnal Program Studi PGMI Madania: Jurnal Ilmu-Ilmu Keislaman JURNAL TARBIYAH Journal of Educational Research and Evaluation Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan GERAM (GERAKAN AKTIF MENULIS) International Journal of Islamic Educational Psychology Journal of Language Education, Linguistics, and Culture Jurnal Kajian Ilmu Pendidikan (JKIP) DINAMIKA ILMU: Jurnal Pendidikan Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Jurnal Ilmu Multidisplin IGI in Education Insight Al-Tarbawi Al-Haditsah Ar-Fachruddin: Journal of Islamic Education
Tambak, Syahraini
Universitas Islam Riau, Pekanbaru, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 75 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 75 Documents
Search

 4   5   6   7   8 
Teacher Efforts to Overcome Students' Learning Difficulties in Islamic Religious Education Safitri, Riza; Ahmad, M. Yusuf; Tambak, Syahraini
IGI in Education Insight Vol. 1 No. 01 (2026): February Issue |IGI in Education Insight (IGI Educ. Ins.)
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i01.02

Abstract

Purpose of the study: This study investigates the efforts of Islamic Religious Education (IRE) teachers to overcome students' learning difficulties at SMP Negeri 1 Pekanbaru, Riau Province, Indonesia. Despite teacher efforts, persistent symptoms of learning difficulties—including slow task completion, low academic achievement among ostensibly active students, and difficulty comprehending instructional material—motivated systematic investigation of applied pedagogical strategies. Materials and methods: A qualitative descriptive research design was employed. The study involved three IRE teachers as key informants, supplemented by the school principal, vice-principal for student affairs, and counseling teachers as supporting informants. Data were collected through structured interviews, participatory observation, and documentation. Interactive model data analysis (Miles & Huberman) encompassed data reduction, data display, and conclusion drawing/verification. Results: Of fourteen identified teacher-effort indicators, five were consistently well-implemented: (1) reviewing students' personal records, (2) evaluating student assignments to monitor development, (3) identifying learning difficulty cases, (4) organizing instructional materials systematically, and (5) administering remedial programmes. Nine remaining indicators were partially implemented, including home visits, comparative progress monitoring, individualized/group tutoring, and parental collaboration. Conclusions: IRE teachers at SMPN 1 Pekanbaru have adopted several structured efforts to address student learning difficulties; however, implementation remains incomplete. Gaps in home visitation and individualized tutoring indicate systemic resource and time constraints. Strengthening teacher professional development and institutional support systems is recommended to close implementation gaps.
Religious moderation from the plains of the land of a seribu suluk: phenomenological experience from pesantren in Rokan Hulu Riau Astuti, Daharmi; Tambak, Syahraini; Tarigan, Target; Afrinaldi, Afrinaldi; Harahap, Musaddad
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).12071

Abstract

The expanding discourse on religious moderation in Indonesia has positioned Islamic educational institutions—particularly pesantren—as pivotal actors in cultivating balanced religious outlooks. Despite their historical role in fostering ummatan wasathan (a just and moderate community), pesantren are frequently problematized within public narratives as potential loci of radicalism, especially in regions such as Riau, which is often associated with relatively low levels of religious tolerance. This study aims to examine and conceptualize the model of religious moderation as practiced in pesantren, and to contribute to the development of Islamic Religious Education discourse grounded in empirical realities. Adopting a qualitative phenomenological approach, this research draws on data collected through in-depth interviews, participant observation, documentation, and literature review. The study focuses on two pesantren with supplementary insights from key stakeholders within the local Ministry of Religious Affairs. The findings demonstrate that pesantren in Rokan Hulu have substantively operationalized the principles of religious moderation, with no indication of radical or extremist orientations. The four core indicators—national commitment, tolerance, non-violence, and accommodation of local culture—are generally well embedded in institutional practices. However, the dimension of cultural accommodation requires further reinforcement to enhance contextual engagement and community acceptance. These practices are underpinned by foundational Islamic ethical values, including tawasuth (moderation), tawazun (balance), ‘adl (justice), and tasamuh (tolerance). This study is limited to two pesantren within a specific regional context, which may constrain the generalizability of the findings. Nevertheless, it offers important implications for policymakers, educators, and scholars by highlighting the need to strengthen culturally responsive moderation practices within Islamic education. This study provides an original phenomenological account of religious moderation grounded in the lived experiences of pesantren communities in a socio-culturally distinctive region. It advances the scholarly conversation by integrating local Islamic traditions with contemporary moderation frameworks, thereby offering a nuanced model for fostering inclusive and contextually relevant Islamic education.
Forming Excellent Teachers: Integration of Social Competence and Makārim Al-Sharī'ah Ethics in Madrasahs Dian Namora; Syahraini Tambak; Najmi Hayati; Yenni Yunita; Daharmi Astuti
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 10 No. 2 (2025): PENDIDIKAN ISLAM
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v10i2.19674

Abstract

This research aims to construct how the integration of social competence and ethics of Makārim Al-Syarī'ah can form excellent teachers in the environment at MAN 2 Pekanbaru City. This research uses a qualitative approach with phenomenological methods. The informants in this study amounted to three people, namely the head of curriculum, PAI teacher, and head of student affairs, who were selected using purposive sampling technique. Data were collected through in-depth interviews, observation, and documentation. The data analysis techniques used were data reduction, data presentation, and conclusion drawing. The research shows that the ethics of Makārim Al-Syarī’ah can be integrated into social competence to form superior teachers and become a strong foundation for madrasah teachers in developing interaction skills that are oriented towards creating benefits. Although, some teachers still have a basic understanding and have not received adequate training related to the integration of Makārim Al-Syarī’ah ethics in social competence. The head of curriculum proposed that the ethical values of Makārim Al-Syarī’ah become part of the teacher's personality to improve competence in interaction. The PAI teacher emphasized the importance of good communication with parents to create effective collaboration in solving student problems. The head of student affairs emphasized that the ethics of Makārim Al-Syarī’ah includes spiritual values, norms, and emotional values that must be applied in learning. The study recommends a regular training program for teachers on the application of Makārim Al-Syarī’ah ethics in teaching practice, creating a structured communication guide between teachers and parents, and establishing a periodic evaluation system to ensure teachers play their role as effective role models in shaping student character.Keywords: Excellent Teacher, teacher professionalism, Makarim Al-syari'ah
Developing Critical and Creative Thinking Skills Through the Cooperative Learning Model of Team Games Tournament in Islamic Education at SMPN 1 Babat Lamongan Muhammad Fajar Haqquddin; Rusman Rusman; Syahraini Tambak; Adi Wibowo
Ar-Fachruddin: Pendidikan Agama Islam Vol 1 No 2 (2024): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/gfh85p67

Abstract

Research Objective– This study aims to develop students' critical and creative thinking skills through the implementation of the Team Games Tournament (TGT) cooperative learning model in Islamic Education (PAI) at SMPN 1 Babat Lamongan. Methodology– The research employs a qualitative approach with a descriptive method. Data were collected through observations, interviews, and field notes and analyzed interactively to identify the impact of the TGT model on students' critical and creative thinking skills. Findings– The findings indicate that implementing the TGT model significantly enhances students' abilities to analyze, evaluate, and generate new ideas. This model also motivates students to actively participate, collaborate within groups, and promote higher-order thinking. Moreover, TGT creates an enjoyable learning environment, increases student engagement, and aids in better understanding of the material. Research Implications/Limitations– The study highlights the importance of applying cooperative learning models like TGT to support the development of 21st-century skills, including critical and creative thinking, particularly in Islamic Education. However, this study is limited to the context of a specific school and requires further research for broader generalization. Originality/Value– This research provides an original contribution by integrating the TGT learning model into Islamic education to develop students' critical and creative thinking skills. This approach is relevant for preparing students to face complex challenges in the modern era.
The Relationship Between the Intensity of Deep Dialogue Use and Students’ Motivation in Fiqh Learning at MTs Al–Marzuqin Pekanbaru Syahraini Tambak; Firdaus Firdaus; Musaddad Harahap; Desi Sukenti
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 1 (2025): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/dn82fe73

Abstract

Research Objective – This study aims to examine the relationship between the intensity of deep-dialogue-based instruction and students’ motivation in learning fiqh at MTs Al-Marzuqin Pekanbaru. It seeks to address the motivational challenges commonly found in traditional Islamic jurisprudence education. Methodology – Employing a quantitative correlational design, the study involved 60 eighth-grade students who had experienced dialogical fiqh instruction for one semester. Data were collected using validated Likert-scale questionnaires measuring deep dialogue intensity and student motivation, grounded in Self-Determination Theory. Descriptive statistics, Kolmogorov–Smirnov normality tests, and Pearson correlation analysis were used for data analysis. Findings – The findings revealed a high level of dialogical engagement (M = 78.45) and student motivation (M = 81.12). The Pearson correlation test showed a strong and statistically significant positive relationship between the two variables (r = 0.698, p < 0.001). This suggests that the more frequently and meaningfully deep dialogue is used in fiqh instruction, the higher the students’ motivation tends to be. Research Implications/Limitations – The study highlights the pedagogical value of integrating deep-dialogue methods in Islamic education to foster motivation. However, it is limited to a single institution and does not account for long-term learning outcomes. Originality/Value – This research contributes to the growing body of literature advocating for dialogical pedagogy in religious education by empirically demonstrating its motivational benefits. It also bridges classical Islamic teaching traditions (al-ḥiwār) with contemporary psychological theories, offering a culturally grounded and evidence-based instructional model
Co-Authors Abd Rahman bin Abd Ghani Abd. Rahman bin Abd. Ghani Adi Wibowo Afrinaldi Afrinaldi Agustina Ahmad Munjin Nasih Ahmad, Muhammad Yusuf Ahmad, Muhammad Yusuf Alber Alber, Alber Amin Ahmad, Khalilullah Amril Amril Amril Amril Amril M Anak Agung Istri Sri Wiadnyani Ariyani, Nella Ariyani, Nella Charlina Charlina Choirul Mahfud Daharmi Astuti Desi Sukenti Desi Sukenti Desi Sukenti Desi Sukenti Devi, Sylvia Pratama Dian Namora Dian Namora Dyah S.Y Agustin Erma Linda Siregar Erma Linda Siregar Ermalinda Siregar Ermalinda Siregar Eva Latipah Fatmawati Fatmawati Firdaus Firdaus Firdaus Firdaus H.M. Ali Noer H.M. Ali Noer, H.M. Ali Hamzah Hamzah Hamzah Hamzah Hamzah Hamzah Harun Rahman Helman Helman, Helman Hendra Rambe Hidayatunnur, Hidayatunnur Ika Yunia Fauzia Ilyas Husti Latif Latif Lubha, Lubha Lubis, Fauzi Sulistia M. Yusuf Ahmad M. Yusuf Ahmad M. Yusuf Ahmad M. Yusuf Ahmad, M. Yusuf Mahfud, Choirul Mardhiyah Hayati Mashitah Sabdin Mashitah Sabdin Mawardi Ahmad Mawardi Ahmad, Mawardi Miftah Syarif Miftah Syarif, Miftah Mira Syafitri Moh. Saifulloh Muhammad Ali Noer Muhammad Fajar Haqquddin Muhammad Syaifuddin Muhammad Yusuf Ahmad Muhammad Zaylani Mukhaiyar, Mukhaiyar Musaddad Harahap Muyasaroh Najmi Hayati Niken Prasetyawati Rahman, Harun Ratna Rintaningrum Ratu Bai Rohimah Rianawati Rianawati Rusman Rusman Sabdin, Mashitah Sabila, Nur Safitri, Riza Saharudin Saharudin SATRIYAS ILYAS Siregar, Rahmayani St. Marwiyah Suarmini, Ni Wayan Sukenti, Desi Sukenti, Desi Surya Susanti Syahrul R, Syahrul Sylvia Pratama Devi Tambak, Fauzi Al Mubarak Tarigan, Target Uswatun Hasanah Wan Muhammad Fariq Wisudatul Ummi Tanjung Yasin, Muhammad Dhiya’ul Hafidh bin Fatah Yasin, Muhammad Dhiya’ul Haq bin Fatah Yasin, Muhammad Muthi’ul Haqq bin Fatah Yenni Yunita Yusuf Hanafi Zabidi Abdul Razak, Ahmad Zakaria, Gamal Abdul Nasir Zamsiswaya Zamsiswaya Zamsiswaya Zamsiswaya