https://ejournal.tahtamedia.id/nusantara <p><strong>Jurnal Pendidikan Nusantara</strong> is a journal published by <a href="https://store.tahtamedia.co.id/" target="_blank" rel="noopener">Tahta Media Group</a> in collaboration with the <a href="https://drive.google.com/file/d/1ccKTcI7iskZY158QPTTR-LwRkQliS31B/view?usp=sharing">Association of Muslim Community in ASEAN (AMCA)</a>. e-ISSN: <a href="https://issn.perpusnas.go.id/terbit/detail/20211222341779554">2809-6495</a> &amp; p-ISSN: <a href="https://issn.perpusnas.go.id/terbit/detail/20220103071401357">2809-7041</a>. It is a peer-reviewed journal first published in 2022. It publishes three regular editions a year, scheduled for April, August, and December. This journal is publicly accessible so that all associations are permitted to peruse, download, copy, distribute, print, or link to some or all of the articles free of charge and without the prior permission of either the author or the publishing group of the journal. Open to academics and researchers who wish to share articles on teaching and education. Articles that will be distributed in this journal must be based on research that has not been published in other journals.</p> Tahta Media Group en-US Jurnal Pendidikan Nusantara 2809-7041 https://ejournal.tahtamedia.id/nusantara/article/view/203 <p><em>This study examined the use of peer tutoring strategies to enhance students’ learning motivation in Islamic Education (PAI: Pendidikan Agama Islam). Conventional lecture-based pedagogy often positions students as passive learners, which may reduce engagement and limit the development of critical thinking. This research aimed to analyze the implementation of peer tutoring and evaluate its impact on students’ learning motivation. This study employed a qualitative case study approach conducted in a vocational high school. Data were collected through classroom observations, in-depth interviews with teachers and students, and documentation analysis. The data were analyzed using data reduction, data display, and conclusion-drawing techniques to ensure systematic interpretation. The findings revealed that peer tutoring had a positive impact on students’ learning motivation. Effective implementation was supported by structured planning, including tutor selection and adaptation to students’ learning characteristics. Increased motivation was reflected in higher participation, enthusiasm, and improved peer interaction. Additionally, students who acted as tutors demonstrated enhanced self-efficacy and confidence. These improvements contributed to better learning outcomes in Islamic education. The originality of this study lies in its focus on peer tutoring within the context of Islamic education, which remains underexplored. However, this study was limited to a single research setting and a qualitative approach, which may restrict the generalizability of the findings.</em></p> Muhammad Azamuddin Syahapala Amelia Putri Adiana Ayok Ariyanto Azid Syukroni Copyright (c) 2026 Muhammad Azamuddin Syahapala, amelia putri adiana, Ayok Ariyanto, Azid Syukroni https://creativecommons.org/licenses/by/4.0/ 2026-01-10 2026-01-10 5 1 1 13 10.55080/jpn.v5i1.203