Strategi Guru Al-Qur'an Hadis dalam Pembelajaran Baca Tulis Al-Qur’an Untuk Meningkatkan Kemampuan Baca Tulis Al-Qur’an Siswa di Madrasah Aliyah Darul Imad Kecamatan Tatah Makmur

Abstract

This study was motivated by the diverse levels of students' ability to read and write the Qur'an at Darul Imad Islamic Senior High School (Madrasah Aliyah Darul Imad), Tatah Makmur District. While some students have mastered tartil recitation, others still experience difficulties in reading fluently, understanding the rules of tajwid, and writing the Arabic (hijaiyah) letters correctly. This study aims to comprehensively describe the strategies employed by Qur'an-Hadith teachers to improve students' Qur'anic literacy skills, as well as to identify the supporting and inhibiting factors influencing their implementation. This research employed a descriptive qualitative approach using field research. Data were collected through classroom observations, in-depth interviews, and documentation. Data were analyzed using data reduction, data display, and conclusion drawing, while the trustworthiness of the findings was ensured through source and technique triangulation. The findings reveal that the teachers implemented an integrated instructional strategy by combining lectures, question-and-answer sessions, and intensive drill exercises with the talaqqi-musyafahah, classical, sorogan, and classical read-and-listen methods. Supporting factors included institutional support from the school, a conducive religious atmosphere, and the availability of learning resources such as the Iqra' books and copies of the Qur'an. The major challenges included disparities in students' initial Qur'anic literacy skills, limited intrinsic motivation, insufficient instructional time within the curriculum, and inadequate religious guidance in the family environment.This study was motivated by the diverse levels of students' ability to read and write the Qur'an at Darul Imad Islamic Senior High School (Madrasah Aliyah Darul Imad), Tatah Makmur District. While some students have mastered tartil recitation, others still experience difficulties in reading fluently, understanding the rules of tajwid, and writing the Arabic (hijaiyah) letters correctly. This study aims to comprehensively describe the strategies employed by Qur'an-Hadith teachers to improve students' Qur'anic literacy skills, as well as to identify the supporting and inhibiting factors influencing their implementation. This research employed a descriptive qualitative approach using field research. Data were collected through classroom observations, in-depth interviews, and documentation. Data were analyzed using data reduction, data display, and conclusion drawing, while the trustworthiness of the findings was ensured through source and technique triangulation. The findings reveal that the teachers implemented an integrated instructional strategy by combining lectures, question-and-answer sessions, and intensive drill exercises with the talaqqi-musyafahah, classical, sorogan, and classical read-and-listen methods. Supporting factors included institutional support from the school, a conducive religious atmosphere, and the availability of learning resources such as the Iqra' books and copies of the Qur'an. The major challenges included disparities in students' initial Qur'anic literacy skills, limited intrinsic motivation, insufficient instructional time within the curriculum, and inadequate religious guidance in the family environment.