Abstract
Background: In Islamic Religious Education in junior high schools, students may feel afraid, embarrassed, or lacking in confidence when asking questions. How peer tutoring is facilitated and experienced affectively remains little studied in this subject.
Objectives: This study describes how teachers and peer tutors enact facilitation, how the tutor and the tutee relate it to their affective experiences, and how tutor-tutee familiarity shapes these experiences.
Methods: A qualitative multiple-case study was conducted at a public junior high school and a madrasah tsanawiyah. Six participants (one teacher, one tutor, and one tutee per site) were purposively selected. Data were collected through semi-structured interviews, one observation per site, and one lesson plan, and analyzed using the model of Miles, Huberman, and Saldaña.
Results: Realness, prizing, and empathic understanding were enacted by teachers and tutors. Participants described learning with peers as more relaxed and reported greater willingness to ask questions, although facilitation did not always remove barriers and motivation depended on the tutor. Awkwardness emerged when tutors were unfamiliar.
Conclusions: The accounts are self-reported and come from six people, so they illustrate rather than demonstrate effects. Peer status alone does not secure affective benefits, and tutors as well as teachers can enact facilitation.
First Page
205
Last Page
219
Recommended Citation
Mahya, I.,
Purnomo, P.,
&
Saari, N.
(2026).
Facilitating Peer Tutoring in Islamic Religious Education: A Multiple-Case Study of Students’ Affective Experiences.
Jurnal Pendidikan dan Pembelajaran, 33(2), 205-219.
DOI: https://doi.org/https://doi.org/10.17977/2580-2313.1166
Available at:
https://citeus.um.ac.id/jpp/vol33/iss2/4
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