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All Journal Mimbar Sekolah Dasar Indonesian Journal of Elementary Education and Teaching Innovation
Ishar, Yulikha Shobarohmi
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Education

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Implementasi Peer Tutoring dalam Pembentukan Karakter pada Pembelajaran Tahsin Al-Qur’an Metode Tilawati Ishar, Yulikha Shobarohmi; Rochaendi, Endi; Salim, Ahmad
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 5 No. 1 (2026)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2026.5(1).19-32

Abstract

This study investigates the integration of the Tilawati method and the peer tutoring strategy in Qur’anic recitation (tahsin) learning within Islamic elementary education, aiming to describe their implementation, examine their synergy in forming Qur’anic character, and identify the values internalized throughout the learning process. Methodologically, the study employs a qualitative approach with a case study design at SD Islam Al Azhar 31 Yogyakarta. Data were collected through participatory observation of tahsin sessions, in-depth interviews with teachers, peer tutors, and tutees, as well as document analysis (lesson plans, assessment rubrics, and reflective journals). Data analysis followed thematic procedures of reduction, display, and conclusion drawing, with credibility ensured through triangulation of sources and methods, along with member checking. The findings reveal that the combination of Tilawati’s technical structure—accuracy of makhraj, application of tajwÄ«d, and rhythmic tartÄ«l—and the relational dynamics of peer tutoring based on the “appreciation–diagnosis–demonstration–practice–confirmation” sequence enhances Qur’anic reading competence while reinforcing religiosity, responsibility, discipline, cooperation, and empathy. The transformation from a teacher-centered model to a psychologically safe, collaborative ecosystem was sustained by ritualized practices (talqÄ«n–tasmi‘, tikrār, murāja‘ah), social co-regulation among students, and post-session spiritual reflection. The study concludes that the Tilawati–peer tutoring integration effectively bridges the gap between learning to know and learning to be, recommending strengthened peer tutor capacity, technical standard calibration, authentic cognitive–affective assessment, and parental engagement as home coaches to ensure the sustainability of character habituation. Keywords: Tilawati; peer tutoring; Qur’anic recitation; character formation; Islamic elementary education.
Artificial Intelligence in Educational Management: A Systematic Literature Review on AI-Based Primary Curriculum Design Ma’mun, Saepul; Rochaendi, Endi; Susanti, Aty; Ishar, Yulikha Shobarohmi; Shidiq, Galih Albarra; Ismanto, Ismanto
Mimbar Sekolah Dasar Vol 12, No 4 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i4.91614

Abstract

The integration of Artificial Intelligence (AI) into primary education curriculum governance remains constrained by conceptual ambiguity, ethical concerns, and digital inequalities, particularly in under-resourced education systems where technological readiness is limited. This study addresses these challenges by conducting a systematic literature review to explore how AI can be ethically, effectively, and contextually embedded into curriculum decision-making. Grounded in five theoretical frameworks—Data-Driven Decision Making, Adaptive Learning, AI-Based Decision Support Systems, Contextual Curriculum Design, and Technology Ethics in Education—the review synthesizes findings from peer-reviewed publications over the past decade. Results reveal that AI holds significant potential to strengthen curriculum planning through real-time assessment, personalized learning trajectories, and prescriptive analytics that enhance evidence-based decisions. Nevertheless, systemic barriers such as poor digital infrastructure, limited AI literacy among educators, and fragmented policy directions continue to hinder large-scale adoption and sustainability. To respond to these challenges, the study proposes an integrative conceptual model that repositions AI not merely as a technological tool but as an ethically grounded and contextually adaptive agent within curriculum governance. Such a model emphasizes that the meaningful and equitable application of AI requires strong cross-sectoral collaboration, coherent policy alignment, and sustained capacity-building initiatives. By advancing this perspective, the study underscores the importance of positioning AI as a catalyst for inclusive and transformative educational change, ensuring that technological innovation aligns with ethical imperatives and local contextual needs.
Co-Authors Ahmad Salim, Ahmad Endi Rochaendi Ismanto Ismanto Ma’mun, Saepul Shidiq, Galih Albarra Susanti, Aty