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All Journal Kindergarten: Journal of Islamic Early Childhood Education Ma'alim: Jurnal Pendidikan Islam Journal of Early Childhood and Character Education Jurnal Al Maesarah : Jurnal Pengabdian Kepada Masyarakat Bidang Pendidikan, Sosial, dan Kemasyarakatan Jurnal Progress: Wahana Kreativitas dan Intelektualitas Nuansa: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam EDUKASI Indonesian Journal of Islamic Literature and Muslim Society Research Journal on Teacher Professional Development SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Journal of Islamic Educational Thought and Development
Ahmad Fahri Yahya Ainuri
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

Published : 12 Documents Claim Missing Document
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Kebijakan Zonasi Sekolah dan Eksklusi Administratif: Analisis Kritis terhadap Ketimpangan Akses Pendidikan di Indonesia Ahmad Fahri Yahya Ainuri; Mirza Mahbub Wijaya
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.476

Abstract

This study critically examines Indonesia’s school zoning policy as an instrument for promoting equitable access to education, with particular attention to the interaction among spatial inequality, administrative exclusion, family capacity, and educational opportunity. Employing a conceptual policy analysis through a theory-synthesis approach, the study integrates three national regulations governing new student admissions, more than 25 scientific and policy sources published primarily between 2018 and 2026, and comparative international literature on school choice, school catchment, opportunity hoarding, mobility capacity, and educational segregation. The analysis was conducted through four stages: mapping regulatory changes, categorizing empirical findings concerning formal access and institutional capacity, interpreting these findings using international theoretical perspectives, and constructing an analytical framework of bounded access. The findings demonstrate that zoning policies have expanded formal access by prioritizing geographical proximity; however, they have not automatically generated substantive educational equality because school quality, teacher distribution, infrastructure, transportation, information access, and institutional resources remain unevenly distributed. Moreover, domicile requirements, document verification, digital registration procedures, and alternative admission pathways may produce administrative exclusion, particularly among families with limited economic, social, informational, and mobility resources. This study therefore introduces the concept of bounded access to explain how formally equal admission regulations may generate unequal opportunities and educational experiences when families possess different capacities to convert formal eligibility into meaningful participation. The study implies that zoning reform should move beyond the redistribution of students and prioritize the equalization of school quality, transparent and accountable admission-data governance, administrative assistance for vulnerable families, safe and affordable mobility support, and continuous monitoring of exclusionary practices to ensure substantive educational equity.
Improving Qur’anic Literacy through the Tartil Method: A Classroom Action Research in Junior High School Arif Rohman; Ahmad Fahri Yahya Ainuri
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.24896

Abstract

This study aims to determine the effectiveness of the Tartil method in improving the mastery of makhraj, tajwid, and fluency in reading the Qur'an of grade IX students of SMP Negeri 1 Jaken. The study used a Classroom Action Research (CAR) approach which was implemented in three cycles. Research data were collected through Qur'an reading ability tests, observation of learning activities, and analysis of student learning outcome documents. The results showed that the gradual application of the Tartil method was able to significantly improve students' Qur'an reading ability from pre-cycle to cycle III. In the pre-cycle, student learning completeness only reached 27% with an average score of 61.5. After the application of the Tartil method in cycle I, completeness increased to 50% with an average score of 70.2. In cycle II it increased to 67% with an average score of 77.8, and in cycle III it reached 93% with an average score of 85.6. Mastery of pronunciation increased from 40% to 90%, while mastery of tajweed increased from 35% to 88%. Reading errors that affect meaning also decreased from 40% to 8%. In addition to cognitive and psychomotor aspects, the Tartil method also increased student learning motivation from 45% to 88% and self-confidence from 40% to 80%. These findings indicate that gradual practice, teacher feedback, the use of audio-visual media, and collaborative learning are effective in improving the quality of Quranic reading learning. An important contribution of this research is providing a systematic and sustainable Tartil learning model to improve students' Quranic literacy in Islamic religious education-based schools. Keywords: Qur'anic Literacy, Tartil Method, Classroom Action Research, Junior High School
Co-Authors Abdurrahman Mas’ud Agus Khunaifi Ainuzzahro, Mayada Arif Rohman Faldin Fahza Alfaizi Farhanna Aulia Rahmah Farkhah Fatimatul Zahro Hastuti, Windi Ikramina, Mahreshaibati Bilqis Kharisul Wathoni Mirza Mahbub Wijaya Mustafakamal Waeduereh Nadia, Isma Qotrun Nurdianzah, Erry NURUL AZIZAH Sofa Muthohar Syamsul Ma’arif Sya’bana, Rizqi Putra Wijaya, Mirza Wijaya, Mirza Mahbub