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All Journal Irfani NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan el-Madib: Jurnal Pendidikan Dasar Islam ALAYYA: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Ilmu Pendidikan dan Sosial PIJAR: Jurnal Pendidikan dan Pengajaran Proceeding Of International Conference On Education, Society And Humanity
Wiwin Narti
Konselor ENVI School Wonosobo
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Public Health Social Sciences Other

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Peran Konsentrasi Sebagai Fondasi Utama Dalam Proses Pembelajaran yang Efektif Narti, Wiwin
ALAYYA : Jurnal Pendidikan Islam Anak Usia Dini Vol. 5 No. 1 (2025): (Februari 2025)
Publisher : Institut Agama Islam Yasni Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51311/alayya.v5i1.910

Abstract

Kajian ini bertujuan untuk mengeksplorasi peran konsentrasi sebagai elemen kunci dalam pembelajaran yang efektif, serta strategi untuk meningkatkannya. Menggunakan pendekatan kajian pustaka dengan analisis hasil penelitian terkini, studi ini mengidentifikasi faktor-faktor yang memengaruhi konsentrasi belajar seperti lingkungan, metode pengajaran, kesehatan fisik, dan penggunaan teknologi. Hasil penelitian menunjukkan bahwa konsentrasi yang optimal berkontribusi langsung pada pemahaman materi, peningkatan daya ingat, dan efisiensi waktu belajar, yang pada akhirnya meningkatkan hasil akademik peserta didik. Kesimpulan utama adalah bahwa konsentrasi merupakan fondasi penting dalam proses pembelajaran yang dapat ditingkatkan melalui kombinasi berbagai strategi, seperti teknik mindfulness, latihan fisik, dan manajemen waktu.
A CLINICAL PSYCHOLOGY EXAMINATION OF THE INTEGRATION OF ISLAMIC VALUES AND SOCIO-EMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD Solihin, Muhammad; Narti, Wiwin; Tania, Liza
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 1, No 1 (2023): First International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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

Abstract

This study aims to examine the integration of Islamic values in the social-emotional development of early childhood. The main focus of the study is to analyze the effect of the application of Islamic values on social-emotional aspects, such as social interaction skills, emotional management, and character building in early childhood. The method used is a qualitative approach with case studies involving observation, interviews with parents and educators, and analysis of documents related to Islamic education in early childhood education institutions. The results of the study indicate that the application of Islamic values, such as compassion, honesty, patience, and responsibility, contribute significantly to improving children's social-emotional abilities, especially in forming positive behavior and harmonious relationships with peers. The implication of this study is the importance of integrating Islamic values in the early childhood education curriculum to support healthy and positive social-emotional development, as well as provide a strong foundation for children's moral and character development in the future.
Membangun Karakter Sejak Dini Urgensi Konsistensi Dalam Pola Asuh Dan Pembelajaran narti, wiwin; Yulia Friska, sonia
NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan Vol. 13 No. 1 (2026): (April 2026)
Publisher : Institut Agama Islam Yasni Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51311/nuris.v13i1.1413

Abstract

Pembentukan karakter pada anak usia dini memerlukan fondasi yang stabil, dan konsistensi dalam pola asuh serta pembelajaran terbukti menjadi syarat utamanya. Penelitian ini bertujuan untuk menganalisis urgensi konsistensi sebagai prasyarat mutlak dalam pembentukan karakter anak usia dini. Metode yang digunakan adalah studi literatur sistematis dengan pendekatan kualitatif deskriptif terhadap 35 artikel jurnal terindeks periode 2014–2024. Hasil menunjukkan bahwa konsistensi — dalam aturan, respons emosional, dan penerapan nilai — secara signifikan memengaruhi keamanan psikologis, kepercayaan diri, dan internalisasi nilai moral anak. Sebaliknya, inkonsistensi menyebabkan disonansi kognitif, kebingungan moral, dan perilaku oportunis. Simpulan penelitian menegaskan bahwa konsistensi bukan sekadar strategi, melainkan kondisi wajib yang harus dipenuhi oleh orang tua dan pendidik untuk membangun karakter utuh sejak dini.
Adaptive Implementation of Foreign-Language Regulation in an Indonesian Tahfidz Pesantren: A Qualitative Study of Bi'ah Lughawiyah Wismawati; Baili; Narti, Wiwin
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.
Principal Accountability In Enhancing The Quality Of Islamic Religious Education Instruction: A Qualitative Study At SMK-S Al-Inayah Nur Aulia, Ratu Candra; Muttaqin; Narti, Wiwin; Hidayah, Novita Nurul; Mabruri
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 1 No. 2 (2023): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v1i2.1599

Abstract

Sustained efforts to elevate the quality of Islamic Religious Education (IRE) in vocational secondary schools depend critically on the managerial accountability exercised by the school principal, yet most Indonesian studies still treat principal accountability as an administrative checklist rather than as an instructional driver linked to specific subject domains. This study examines how principal accountability operates as an integrated mechanism of planning, supervision, evaluation, and culture-building that shapes the quality of IRE instruction at SMK-S Al-Inayah, Rimbo Bujang, Jambi Province, Indonesia. A qualitative case-study design was employed, with informants selected purposively, comprising one principal, one IRE coordinator-teacher, and one twelfth-grade student. Data were generated through non-participant classroom observation across four sessions, three semi-structured interviews of 45–60 minutes each, and documentary analysis of school work plans, supervision records, and learning achievement reports. Analysis followed the Miles, Huberman, and Saldaña model, and trustworthiness was established through source and method triangulation and member checking. The findings reveal that principal accountability is enacted through six concrete practices: setting competence standards, supervising instruction, evaluating learning outcomes, facilitating teacher professional development, partnering with parents, and producing periodic performance reports. Instructional quality is perceived along three dimensions: innovative methods, character formation, and management-curriculum alignment. The principal’s role is distributed across the planning, implementation, and evaluation phases of the instructional cycle, indicating that accountability functions less as bureaucratic compliance and more as instructional leadership. The study concludes that subject-specific, cyclical, and culture-embedded accountability is a feasible model for strengthening IRE quality in private vocational schools.
TECHNOLOGY AND GENERATION Z SPIRITUALITY IN INDONESIA: A SYSTEMATIC LITERATURE REVIEW WITH KEYWORD CO-OCCURRENCE MAPPING Muallim, M. Nuri; Andryadi; Noviriani; Aulia, Nila; Adilla, Ulfa; Narti, Wiwin
Irfani Vol. 19 No. 2 (2023): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v19i2.7864

Abstract

Generation Z Indonesians, born between 1997 and 2012, navigate religious meaning-making inside an information environment in which TikTok, Instagram, prayer-reminder apps, and online da’wah communities have become primary spiritual venues. This study reviewed how the published literature has characterised that shift and where the evidence base remains uneven. A systematic literature review was conducted following the PRISMA 2020 protocol across the Scopus and SINTA databases, supplemented by Google Scholar hand-searching, with a search window from January 2014 to October 2023. Of 359 records identified, 287 remained after duplicate removal; title-and-abstract screening excluded 168, and full-text assessment excluded a further 67, leaving 52 articles for qualitative synthesis. Bibliometric mapping with VOSviewer produced a five-cluster keyword co-occurrence network around digital da’wah and platforms, Generation Z identity and community, Islamic education, digital risks, and literacy and ethics. Thematic distribution shifted noticeably across four year-bands: digital da’wah accounted for 44% of the 2014–2016 articles but only 21% of the 2022–2023 articles, while literacy and ethics grew from 12% to 13% and risks from 11% to 17%. A typological quadrant of fourteen digital practices placed Quran-reader apps, prayer-reminder apps, verified online kitab archives, webinar kajian, and digital muhasabah journals in the Adopt quadrant; TikTok short da’wah clips, Instagram preacher celebrities, and online hijrah communities in the Guarded Adopt quadrant; and unverified fatwa forums, algorithmic feed scrolling, and auto-play religious entertainment in the Defer quadrant. The synthesis suggests that Generation Z spirituality in Indonesia has become a hybrid practice in which institutional authority, peer affirmation, and platform affordances jointly shape religious experience.
DHUHA PRAYER HABITUATION AS A PATHWAY TO SPIRITUAL INTELLIGENCE: A QUALITATIVE STUDY AT A VOCATIONAL HIGH SCHOOL Sulistia, Nita; Noviriani; Narti, Wiwin
Irfani Vol. 20 No. 2 (2024): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v20i2.7866

Abstract

This study investigates the implementation of the Dhuha prayer program at SMK Negeri 3 Bungo, focusing on its operational mechanism, the constraints encountered, and the strategies developed to optimize its impact on students’ spiritual intelligence. A qualitative descriptive design was employed. Data were obtained through participatory observation across forty consecutive prayer sessions, semi-structured interviews with six purposively selected key informants (two vice principals, two Islamic-education teachers, and three students), and documentation of attendance logs and assessment records. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, and credibility was established through source and method triangulation. Findings reveal that the program is delivered through a rotational class schedule, supervision by first-period teachers, and integration with religious-attitude assessment. Observable outcomes include increased discipline, improved emotional stability, and reduced rule violations. Operational constraints concentrate around facility limitations, low intrinsic motivation among students, prayer-hall positioning, and limited mentoring by religiously qualified teachers. The school responded through self-reliant prayer-gear policies, educational sanctions, teacher modeling, and reinforced attendance accountability. The study concludes that Dhuha prayer, when systemically managed, functions as an effective spiritual-habituation mechanism that strengthens spiritual intelligence and supports the affective dimension of vocational education
Implementation of Islamic Spiritual (Rohis) Extracurricular Activities in Cultivating Students' Religious Character: A Qualitative Case Study at an Indonesian Public Senior High School Asriyani; Narti, Wiwin; Khamim, Siti
Jurnal Ilmu Pendidikan dan Sosial Vol. 3 No. 2 (2024): Juli
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v3i2.1603

Abstract

Religious character formation has become a strategic agenda within Indonesia's national education system, yet the limited weekly allocation of Islamic Religious Education at the senior secondary level constrains the effective internalization of religious values during adolescence. Although Islamic spiritual extracurricular activities (Rohis) are widely adopted as a pedagogical complement, prior studies remain predominantly descriptive and rarely integrate the implementation process, contextual enablers and barriers, and observable behavioral outcomes within a single analytical framework, particularly in non-metropolitan public schools. This study examines how the Rohis program is implemented and how it shapes students' religious character at SMA Negeri 7 Bungo, Jambi Province, Indonesia. A qualitative case study design was employed across one academic semester. Data were generated through participant observation of twelve program sessions, semi-structured in-depth interviews with eight purposively selected informants (vice principal of student affairs, Islamic Religious Education teacher, Rohis advisor, Rohis chairperson, and four active members), and the analysis of program documents and field notes. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, while trustworthiness was secured through source and method triangulation, prolonged engagement, and member checking. Findings indicate that Rohis is operationalized through four structured programs weekly Tahsin (Yasinan), monthly Muhadarah and Mentoring, and annual commemorations of Islamic holy days (PHBI) facilitated by adequate facilities, institutional support, and advisor competence, but constrained by irregular attendance and uneven teacher supervision. Observable outcomes include consistency in worship and Quranic recitation, the emergence of leadership, responsibility, honesty, discipline, and humility. The study concludes that programmatically structured religious extracurricular activities, embedded in a supportive school ecosystem, function as a strategic vehicle for internalizing religious character at the senior secondary level.
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 Azimin, Choirul; Sriani; Narti, Wiwin; 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.
Co-Authors Adilla, Ulfa Andryadi Asriyani Aulia, Nila Ayu Ningsih, Delvia Ayu Pertiwi, Linda Azimin, Choirul Baili Hermansyah Hermansyah Hidayah, Novita Nurul Khamim, Siti Kondang Budiyani Lazinatussifah , Siti Azizatul Mabruri Marza, Iber Muallim, M. Nuri Muhammad Nur Muhammad Solihin, Muhammad Muttaqin Noviriani Nur Aulia, Ratu Candra Nur Hidayati Nurbaedah, Nurbaedah Nuryanti, Irma Pratiwi, Havira Sriani Sulistia, Nita Tania, Liza Veraching, Malani Wismawati Yulia Friska, Sonia