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All Journal AL-ADABIYAH: Jurnal Pendidikan Agama Islam Social Empirical
Resti Julia
Universitas Negeri Padang
Religion Humanities Education Social Sciences Other

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Bagian 1. Pendidikan Sebagai Jalan pembebebasan & Ketimpangan Sosial Andri Andri; Destia Fitri; Sopia Hanum; Resti Julia; Ziyani Ziyani; Muhammad Raihan; Popi Lia Apriyeska; Yelli Zahara; Yohanda Saputra
Social Empirical Vol. 2 No. 1 (Special Issue) (2025): Social Empirical: Prosiding Berkala Ilmu Sosial (Special Issue)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/scemp.v2i1 (Special Issue).11

Abstract

Tulisan ini mengkaji penggambaran ketidaksetaraan sosial serta peran pengajar dalam film Laskar Pelangi (2008). Dengan menerapkan metode kualitatif deskriptif dan analisis konten, studi ini meneliti bagaimana film tersebut menunjukkan perbedaan ekonomi dan akses pendidikan antara siswa dari sekolah elit dan siswa SD Muhammadiyah Gantong yang datang dari latar belakang keluarga yang kurang mampu. Penelitian ini juga mengeksplorasi peran guru, terutama Bu Muslimah dan Pak Harfan, sebagai agen perubahan yang mendorong serta memberi inspirasi kepada siswa-siswa dari keluarga tidak beruntung agar tetap bermimpi dan berjuang meraih masa depan yang lebih baik. Film Laskar Pelangi, melalui simbol-simbol visual yang beragam, dialog, dan narasi, menggambarkan bagaimana sistem pendidikan dapat bersifat terbuka maupun tertutup pada saat yang bersamaan. Film ini menyampaikan pesan penting mengenai pendidikan sebagai jalan untuk mengatasi kemiskinan dan ketidakadilan sosial. Penelitian ini menekankan pentingnya film sebagai alat kritik sosial dan sarana refleksi terhadap kondisi pendidikan Indonesia, sekaligus mendorong kebijakan pendidikan yang lebih inklusif, adil, dan berpihak pada kelompok marjinal.
Internalizing Qur’anic Values through Tilawah Instruction: Implications for Students’ Learning Interest in an Indonesian Qur’anic Boarding School Resti Julia; Oktari Kanus
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 4 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i4.1455

Abstract

This study investigated the Qur’anic values internalized through tilawah instruction, the pedagogical and institutional strategies used to cultivate them, and their perceived implications for students’ learning interest at Thariqul Jannah Qur’anic Boarding School, Indonesia. A descriptive qualitative field design was employed. Data were generated through in-depth interviews with 12 purposively selected participants—one administrator, one tilawah teacher, and ten students—supported by participant observation and institutional documentation. Data were analysed iteratively through reduction, thematic display, conclusion development, and verification. Trustworthiness was strengthened through source and method triangulation, member checking, persistent observation, and an audit trail. Three interconnected value dimensions emerged: i‘tiqādiyyah, comprising sincerity and gratitude; khuluqiyyah, encompassing humility, respectful attentiveness, and teacher role modelling; and ‘amaliyyah, reflected in trustworthiness, recitational accuracy, patience, and perseverance. These values were cultivated through talaqqi, halaqah, corrective feedback, habituation, emotional support, spiritual guidance, appreciation, home practice, and consistent educator modelling across transformation, transaction, and transinternalization stages. Students perceived these processes as supporting enjoyment, attention, curiosity, confidence, persistence, and active participation, although experiences varied and no causal effect was established. The study conceptualizes tilawah as a relational-spiritual pedagogy rather than merely technical or aesthetic recitation training and proposes a mechanism connecting value meaning, relational safety, competence-supporting feedback, and engagement. The findings extend research on Qur’anic education by explaining how values, pedagogy, institutional culture, and teacher–student relationships interact in a nonformal setting, offering a context-sensitive framework for designing holistic tilawah programs while avoiding unsupported claims of effectiveness for comparable Qur’anic learning institutions elsewhere.
Co-Authors Andri Andri Destia Fitri Muhammad Raihan Oktari Kanus Popi Lia Apriyeska Sopia Hanum Yelli Zahara Yohanda Saputra Ziyani Ziyani