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All Journal EDUJAVARE: International Journal of Educational Research
Niamah, Miftaku
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Efforts of Islamic Religious Education Teachers in Overcoming Difficulties in Reading the Qur'an for Students Noer Djanius Sahfitri; Ulfa, Risa Alfiyah; Niamah, Miftaku
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 1 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i1.787

Abstract

The ability to read the Qur'an correctly is a fundamental aspect of Islamic education that contributes significantly to students' spiritual and moral development. However, many students at SMP Muhammadiyah 50 Medan still face challenges in reading the Qur'an fluently and accurately due to difficulties in recognizing similar hijaiyah letters, lack of practice outside of school, and low motivation influenced by digital distractions. This study aims to assist Islamic Religious Education (PAI) teachers in improving students' Qur'an reading skills through targeted strategies and supporting programs. The method used is a qualitative approach involving observation, interviews with tahfidz teachers, and participatory involvement in classroom activities to identify obstacles and evaluate the teaching approaches applied. The results of the study indicate that although the tahfidz program has been running for the past two years, student progress still varies due to limited learning time and the absence of structured support at home. Teachers respond by providing additional lessons, using reward-based motivation, and adjusting students' learning levels to accommodate their abilities. The conclusion highlights that although schools have demonstrated strong commitment through the tahfidz initiative, a more comprehensive strategy, including parental involvement and technological support, is needed to achieve significant improvements. The program contributes to the development of more effective religious teaching methods that can be adapted to current educational challenges in public schools.
Blended Learning in Post-Pandemic Classrooms: Challenges and Innovations Afriani, Gusma; Niamah, Miftaku; Azizah, Suci Midsyahri; Waham, Jihad Jaafar; Pandey, Digvijay; El-Farra, Samar A.
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 2 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i2.795

Abstract

The COVID-19 pandemic significantly altered educational practices, leading to the widespread adoption of blended learning, which integrates face-to-face and online instruction. As schools transition into the post-pandemic era, blended learning has evolved from a crisis-response tool into a lasting pedagogical approach. This study aimed to investigate the challenges and innovations in implementing blended learning within post-pandemic classrooms in Indonesia. Using a qualitative research method, the study was conducted from January to March 2025 in three secondary schools and two higher education institutions representing diverse socio-economic and technological backgrounds. Data were collected through semi-structured interviews, focus group discussions, and classroom observations involving 25 participants, including teachers, students, and administrators. The findings revealed significant challenges, such as unequal access to technology, difficulties in maintaining student engagement, and the need for pedagogical adaptation and professional development. However, the study also highlighted innovative practices, including the use of collaborative platforms, multimedia resources, and student-centered learning models that enhanced engagement and independent learning. Teachers reported a transformation in their roles, shifting from content deliverers to learning facilitators. Despite progress, both students and educators expressed the need for stronger support systems to navigate hybrid learning effectively. The study concludes that while blended learning offers flexibility and digital engagement opportunities, its sustainability depends on addressing technological, pedagogical, and human-centered challenges.
Co-Authors Afriani, Gusma Azizah, Suci Midsyahri El-Farra, Samar A. Noer Djanius Sahfitri Pandey, Digvijay Ulfa, Risa Alfiyah Waham, Jihad Jaafar