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All Journal Irfani Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Ihtirafiah Al-Hijr: Journal of Adulearn World Jurnal Ilmu Pendidikan dan Sosial Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner PIJAR: Jurnal Pendidikan dan Pengajaran Tadrusuun: Jurnal Pendidikan Dasar SURAU : Journal of Islamic Education MUTAADDIB: Islamic Education Journal
Andryadi
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Implementation of the Inquiry Learning Model to Enhance Students' Conceptual Understanding in Islamic Religious Education: A Qualitative Study at a State Vocational High School in Tebo, Indonesia Munawaroh, Qori'atun; Andryadi; Kurniawan, Sugeng; Hidayah, Novita Nurul; Sriyani; Khamim, Siti
Jurnal Ilmu Pendidikan dan Sosial Vol. 4 No. 1 (2025): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v4i1.1609

Abstract

Pendidikan Agama Islam (IRE) di tingkat menengah atas di Indonesia terus didominasi oleh pengajaran berbasis ceramah, yang membatasi keterlibatan aktif peserta didik dengan konstruksi spiritual abstrak seperti mahabbah (cinta), khauf (ketakutan), raja' (harapan), dan tawakkal (kepercayaan kepada Tuhan). Studi ini mengkaji bagaimana model inkuiri-pembelajaran dioperasionalkan di ruang kelas IRE di sekolah menengah kejuruan negeri dan mengidentifikasi kondisi yang memungkinkan atau membatasi implementasinya. Desain deskriptif kualitatif diterapkan di SMK Negeri 2 Rimbo Bujang, Kabupaten Tebo, antara bulan Juni hingga September 2024. Data dihasilkan melalui delapan observasi kelas non-peserta, dua belas wawancara semi-terstruktur dengan kepala sekolah, guru IRE, dan siswa kelas-XI, dan analisis dokumen rencana pelajaran dan artefak pengajaran. Data dianalisis menggunakan model interaktif Miles-Huberman, dan kredibilitas ditetapkan melalui triangulasi sumber dan teknik serta pemeriksaan anggota. Temuan ini menunjukkan bahwa model inkuiri-pembelajaran terungkap di lima tahap operasional dan diberlakukan melalui delapan teknik pedagogis, termasuk pembingkaian kontekstual, pertanyaan terpandu, diskusi kasus, bermain peran, jurnal reflektif, dan pemetaan konsep. Implementasi didukung oleh ruang kelas dan sumber belajar yang memadai, namun terkendala oleh peralatan media yang terbatas, kesiapan guru yang tidak merata, kebisingan lingkungan, dan keterlambatan siswa. Model ini memperkuat keterlibatan peserta didik dan pemahaman konseptual ketika guru merancang pertanyaan yang menghubungkan konstruksi spiritual dengan pengalaman hidup peserta didik. Studi ini menyumbangkan catatan berbasis konteks tentang pembelajaran inkuiri dalam IRE kejuruan dan menawarkan kerangka kerja praktis bagi guru dan pemimpin sekolah yang bertujuan untuk bergerak melampaui pengajaran ekspositori.
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 Agustina, Juli Aulia, Nila Azimin, Choirul Azwar Baili Dhinika, Rahma Dini Muawaroh Fitri Alrasi Hadini Hidayah, Novita Nurul Hidayati, Tasyha Januar Karsum Khairunnisa, Isti Fajri Khamim, Siti M. Imamuddin M., Zaharuddin Mabruri Muallim, M. Nuri Munawaroh, Qori'atun Norullah Noviriani Nurlaila Saputriyani, Eka Selvia Nelis, Selvia Siti Rohana Sriani Sriyani Sugeng Kurniawan Weti Susanti Wiwin Narti Yudelnilastia, Yudelnilastia Yulia Friska, Sonia Zaenudin, Moch Anwar Zuhara, Nidia