Peer Tutoring in Enhancing Students’ Confidence in Qur’anic Memorization
DOI:
https://doi.org/10.67718/ajei.v3i4.62Keywords:
Classroom Action Research, Peer Tutoring, Qur’an Memorization, Student ConfidenceAbstract
This study was motivated by the low level of confidence among students of class VIII C at SMP Muhammadiyah 10 Bandung in reciting Qur’an memorization, caused by less interactive teaching methods and limited instructional time. This study aims to determine the effect of the peer tutoring method in improving students’ confidence. The method used was Classroom Action Research (CAR) conducted in two cycles, consisting of planning, implementation, observation, and reflection stages. The research subjects were 31 students, and data were collected through observation, interviews, and questionnaires. The results showed a significant improvement in students’ confidence, from 76.67% in Cycle I to 90% in Cycle II, indicating an increase of 13.33%. In addition, there was an increase in students’ active participation and self-confidence during the learning process. Therefore, the peer tutoring method proved to be effective in improving students’ confidence in reciting Qur’an memorization. This study implies that the integration of peer tutoring strategies in Qur’an memorization learning can serve as an effective pedagogical alternative for teachers to enhance student engagement, optimize limited instructional time, and foster a more supportive and collaborative learning environment.
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