ANALISIS IMPLEMENTASI PEMBELAJARAN AL-QUR’AN MELALUI METODE IQRA’ PADA SISWA MATTAYOM DI DARULAMAN MULNITI SCHOOL THAILAND

Abstract

Learning the Qur'an is an essential component of Islamic education aimed at improving students' Qur'anic reading skills while fostering religious character. However, the implementation of Qur'an learning in Islamic schools within Muslim minority communities, such as those in Thailand, still faces several challenges, including differences in students' initial reading abilities, limited instructional time, and suboptimal evaluation practices. This study aims to analyze the implementation of Qur'an learning through the Iqra' method among Mattayom students at Darulaman Mulniti School, Thailand, examine the improvement of students' Qur'anic reading skills, and identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative approach using a descriptive method through field research. Data were collected through observations, interviews, and documentation involving the school principal, Qur'an teachers, and students. The data were analyzed using an interactive analysis model consisting of data condensation, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings revealed that the implementation of the Iqra' method consisted of three stages: planning, implementation, and evaluation. The learning process was adapted to students' initial abilities through ability-based grouping, demonstration methods, gradual practice, and mastery learning-based evaluation. The implementation of the Iqra' method effectively improved students' Qur'anic reading skills, particularly in recognizing Arabic letters, applying correct pronunciation (makhraj), understanding tajwid rules, and achieving reading fluency. The success of the learning process was supported by students' motivation, teachers' competence, and school facilities, while the main obstacles included students' low initial abilities, lack of practice at home, and difficulties in mastering tajwid.