Strategi Guru Al-Qur'an dalam Meningkatkan Kemampuan Baca Tulis Al-Qur'an Siswa Pada Pembelajaran Al-Qur'an Di Taman Pendidikan Al- Qur'an Nurul Ibadah Unit 226 Kecamatan Bumi Makmur Kabupaten Tanah Laut

Abstract

This study is motivated by the importance of Qur'anic literacy skills for students and the need for appropriate instructional strategies to enhance these abilities. Teachers play a crucial role in organizing Qur'anic learning activities to ensure that students are able to read and write the Qur'an accurately and proficiently. This study aims to identify the strategies employed by Qur'an teachers to improve students' Qur'anic literacy skills and to examine the inhibiting factors encountered in the learning process at TPA Nurul Ibadah Unit 226, Bumi Makmur District, Tanah Laut Regency. This research employed a qualitative approach using field research. The research participants consisted of teachers and students of TPA Nurul Ibadah Unit 226. Data were collected through observation, interviews, and documentation. The collected data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings reveal that the teachers' strategies for improving students' Qur'anic literacy skills were implemented through the application of the Iqro method, which included systematic instructional procedures, level advancement based on reading fluency, adaptation of teaching methods to students' learning conditions, direct guidance and correction of recitation, individualized assistance for students experiencing learning difficulties, maintaining students' learning focus through varied learning activities, the integration of group and individual learning methods, and assessment based on reading fluency, accuracy of makhraj (pronunciation of Arabic letters), and proper application of tajwid rules. The study also found that the inhibiting factors consisted of internal and external factors. Internal factors included lack of learning concentration, differences in students' comprehension abilities, insufficient practice at home, and limited mastery of tajwid. External factors included inadequate parental support, irregular student attendance, a shortage of teachers, and learning conditions that were still conducted through a mixed instructional system.