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All Journal Jurnal Pendidikan dan Pembelajaran International Journal of Educational Narratives
Nasyiatul Lailiyah
Universitas Islam Jember
Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Kemampuan Membaca Siswa dengan Metode Sorogan di MI Salafiyah Syafi’iyah Nasyiatul Lailiyah; Ahmad Halid
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.6866

Abstract

Reading is an important component that students must have in learning activities. However, in reality, there are still students who cannot read well in the early grades or the final grades in elementary school, so a learning method is needed that can help facilitate students in reading. One of the learning methods used in this study is the sorogan method. The sorogan method is a learning method with individual tutoring. This research method uses qualitative descriptive research that aims to describe students reading abilities using the sorogan method. The subjects of this study were 10 students with the criteria of students who cannot read. Data collection in this study was in the form of observation, tests and documentation. Based on the research that has been done, it was found that the reading ability of MI Salafiyah Syafi'iyah students who applied the sorogan method had an average reading ability of very good. Of the 10 students, there are 6 students who have reading abilities with the criteria of Very Good, 2 students have reading abilities that are Quite Good and 2 students have reading abilities that are Not Good. The difficulties faced by students are that they cannot identify letters (vowels and consonants), read syllables, put words together into sentences, cannot spell or spell haltingly, and have difficulty concentrating. The application of the sorogan method can provide an alternative to improve students' reading skills.
Between the Formal and the Hidden: Teachers’ and Students’ Narratives of Curriculum Integration, Religious Values, and Character Development in Indonesian Madrasah Nasyiatul Lailiyah; Siti Aisah; Ahmad Halid; Abu Aman Siddiq Al Ghafar; Nadhliyah Alfin Rochmati
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3772

Abstract

Background. The integration of the curriculum of Islamic boarding schools and madrassas is an important issue in Islamic education, especially in an effort to balance academic achievement and the formation of religious character. Hidden curriculum has been recognized as a potential mechanism for achieving these educational goals. Purpose. This study aims to analyze the contribution of the integration of the pesantren curriculum through the hidden curriculum to students’ academic achievement and religious character formation at MA Miftahul Ulum Lumajang. Method. This study employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews, and documentation involving purposively selected informants, including madrasah heads, teachers, students, and pesantren administrators. The data were analyzed using Miles and Huberman’s interactive model. Results. The findings reveal that MA Miftahul Ulum implements an Integrated Tricurriculum Model that combines formal, non-formal, and hidden curriculum. The hidden curriculum plays a significant role in integrating educational practices and fostering both academic achievement and students’ religious character through various implicit learning experiences embedded in daily school and boarding school activities. Conclusion. This study confirms that hidden curriculum not only plays a role in character formation, but also becomes a key mechanism in curriculum integration that has an impact on academic achievement. These findings provide important implications for the development of a more holistic and contextual Islamic education curriculum.
Co-Authors Abu Aman Siddiq Al Ghafar Halid, Ahmad Nadhliyah Alfin Rochmati Siti Aisah