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Educational Research Indonesia
Published by Laskar Karya
ISSN : -     EISSN : 30639603     DOI : -
Core Subject : Religion, Humanities, Education,
Religion Humanities Education
ERI: Educational Research Indonesia is a peer-reviewed journal in the field of education. It is published twice a year (June, December) by Laskar Karya in Probolinggo, East Java. Manuscripts submitted by authors undergo double-blind peer review. Accepted articles are published both online and in print. ERI publishes original papers in the field of education, including but not limited to: Education Teaching and Learning Strategies Curriculum Instructional Methods Instructional Technology Educational Sciences Learning Environment Teacher Education Educational Technology Assessment of Learning Educational Development
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
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Search results for , issue "vol 3 no 1 (2026)" : 5 Documents clear
Upaya Guru Pendidikan Agama Islam dalam Mengatasi Kesulitan Membaca Al-Qur’an pada Peserta Didik Fatwah Nur Azizah; Nofitayanti; Hamzah Irfanda; Aulia Fitri
Educational Research Indonesia Vol 3 No 1 (2026)
Publisher : Laskar Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65678/eri.v3i1.296

Abstract

This study aims to analyze the difficulties in reading the Qur’an among eleventh-grade students at SMAN 5 Kota Pariaman, identify the internal and external factors influencing these difficulties, and evaluate the impact of the tadarus program and teachers’ efforts in addressing them. The research employed a descriptive qualitative approach using field research. Data were collected through participatory observation, semi-structured interviews with students and teachers, and documentation. Data validity was ensured through source and method triangulation, while data analysis was conducted through data reduction, data display, and conclusion drawing. The findings indicate that the main difficulties experienced by students include incorrect pronunciation of hijaiyah letters (makhraj), improper application of tajwid rules—particularly the rules of mad—and inaccuracies in determining waqaf. Dominant internal factors include low motivation and interest, feelings of embarrassment, lack of self-confidence, and limited practice. External factors involve inconsistent teacher guidance, a less conducive classroom environment, limited time allocation for tadarus, and insufficient parental support. Nevertheless, the tadarus activity has shown positive impacts, including gradual improvement in reading accuracy and increased self-confidence among students. The study concludes that difficulties in reading the Qur’an are multidimensional; therefore, an integrated approach involving strengthened tajwid instruction, personalized mentoring, and collaboration between school and family is necessary.
Implementasi Metode Talaqqi dalam Meningkatkan Kemampuan Membaca Kitab Kuning Eri Marta janil; Hamzah Irfanda; Nora Afnita; Aulia Auliafitri
Educational Research Indonesia Vol 3 No 1 (2026)
Publisher : Laskar Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65678/eri.v3i1.302

Abstract

Islamic boarding schools play an important role in shaping the character and religious understanding of students, but many students still experience difficulties in reading and understanding classical tafsir books, especially Tafsir Jalalain, which requires mastery of nahwu, sharaf, and the skill of reading Arabic texts without harakat. Previous studies generally discuss the talaqqi method in learning the Qur'an or yellow books in general, while studies that specifically examine its application in learning classical tafsir are still limited. Therefore, this study aims to analyze the implementation of the talaqqi method in improving the reading ability of Tafsir Jalalain at the Nurul Yaqin Gadur Islamic Boarding School. This study uses a qualitative approach with a field research type. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The results showed that the talaqqi method, planned in a structured manner and implemented through direct interaction between teachers and students, significantly improved the accuracy of reading and understanding of verse meanings. The success of this method was supported by the role of teachers and student motivation, although challenges still existed in terms of facilities and the variety of learning resources. This research provides a theoretical contribution to the development of tafsir learning methodology and a practical contribution to improving the quality of classical tafsir learning in Islamic boarding schools.
Implementing Academic Supervision to Improve Teacher Professionalism in the Independent Curriculum Atika Huril'in; Fahri Muhaimin Fabrori Fabrori
Educational Research Indonesia Vol 3 No 1 (2026)
Publisher : Laskar Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65678/eri.v3i1.319

Abstract

The Indonesian government has taken strategic steps to improve the quality of education, with an emphasis on improving the quality of educators and education personnel who play a crucial role in the education system. This effort includes developing teacher professionalism and competence. This study aims to examine the extent to which the implementation of academic supervision has improved teacher professionalism in the Merdeka Curriculum. This research was conducted using qualitative descriptive research utilizing literature studies. The descriptive research method is an approach that aims to provide an overview of various possible solutions to address current problems. The research results show that effective and continuous academic supervision can improve teacher professionalism and support the optimal implementation of the Independent Curriculum. The impact of academic supervision is evident in improved teacher competency in lesson planning, changes in teaching practices to be more innovative and student-centered, and teachers' ability to carry out learning assessments more systematically. Furthermore, the implementation of the Independent Curriculum also encourages the creation of a more enjoyable and participatory learning environment for teachers, students, and parents, as schools are given the flexibility to develop learning according to the needs and characteristics of students. Thus, academic supervision plays a crucial role as a means of developing teacher professionalism in supporting improvements in the quality of learning
Improving Learning Engagement for Indonesian Migrant Workers' Children through a Humanistic Approach Based on the Cinta Curriculum Muhammad Khairul Umam
Educational Research Indonesia Vol 3 No 1 (2026)
Publisher : Laskar Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65678/eri.v3i1.345

Abstract

This study investigates the implementation of a humanistic approach grounded in the Love-Based Curriculum (Kurikulum Cinta) to enhance the student engagement of children of Indonesian Migrant Workers (PMI) at Pondok Pesantren An-Nahdloh, Tanjung Sepat, Malaysia. A desciptive qualitative approach with a case study design was employed, focusing on the social context of migrant children’s education. Participants were purposively selected and included the pesantren leader, teachers (ustaz/ustazah), PMI students, and community support actors. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using an interactive thematic procedure involving data reduction, data display, and verification. The findings show that the Love-Based Curriculum is implemented primarily through everyday relational practices, such as warm, empathetic, and non-repressive teacher-student interactions, supportive mentoring, and contextualized and reflective learning. These practices contribute to strengthening behavioral engagement (attendance, participation, discipline), emotional engagement (sense of safety, belonging, and closeness to teachers), and cognitive engagement (questioning, persistence, and learning strategies), with the strongest effects observed in the emotional and behavioral dimensions. This study also situates the Love-Based Curriculum in a diaspora context, extending the literature on student engagement and humanistic education. The findings suggest that diaspora pesantren function not only as educational institutions but also as spaces of social protection and psychosocial recovery for migrant children.
Internalization of Islamic Values through a Pesantren Semi-Based Learning Model Hendi Sugianto; Rofiqi; Abdul Rahim Karim; Ayuningtias Yarun
Educational Research Indonesia Vol 3 No 1 (2026)
Publisher : Laskar Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65678/eri.v3i1.367

Abstract

The internalization of Islamic values remains a persistent challenge in formal Islamic religious education, where limited instructional time and predominantly cognitive pedagogical orientations constrain the holistic formation of students' Islamic character. This study examines how the Pesantren Semi program facilitates the internalization of Islamic values among upper elementary school students while simultaneously preparing them for full residential pesantren life at subsequent educational levels. Employing a qualitative descriptive case study design, data were collected through participatory observation, in-depth interviews with the foundation principal, Islamic religious education teachers, students, and parents, and systematic documentation analysis. The program is compulsory for students in grades four, five, and six, who participate in a structured weekday boarding cycle running from Monday morning through Saturday noon. Six integrated activity components constitute the program: Qur'anic memorization, congregational prayer, classical Islamic text study, character and etiquette habituation, Arabic language instruction, and religious public speaking. Findings reveal that the program effectively cultivates Qur'anic memorization progress, disciplined worship practices, improved Islamic moral conduct, and strengthened intrinsic motivation for religious learning. Internalization was found to proceed through three interconnected pathways: habituation, role modeling, and reflective engagement. Key institutional challenges included limited qualified teaching personnel, student adaptation difficulties, and suboptimal physical facilities. This study contributes a theoretically grounded and empirically substantiated model of transitional Islamic education that is structurally positioned between the formal school and the full residential pesantren.

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