Integrated Tafsir–Qur’anic Sciences Module for Qur’anic Literacy in a Female-Majority Pesantren
DOI:
https://doi.org/10.70211/wesw.v3i3.520Keywords:
Qur’anic Interpretive Literacy, Qur’anic Sciences, Pesantren Curriculum, Female EducationAbstract
Teaching Tafsir separately from Qur’anic Sciences (‘Ulumul Qur’an) can leave students able to reproduce meanings without routinely applying the interpretive principles that justify them. This study developed and evaluated an integrated Tafsir–‘Ulumul Qur’an module for grade XII students in a female-majority Indonesian pesantren. A one-cycle Four-D Research and Development design was combined with a nonrandomized classroom outcome comparison. Evidence included curriculum documents, observation and interview sources, expert appraisal by six validators, practicality responses from six educators and 55 students, and learning outcomes from two classroom cohorts (18 existing-instruction and 20 module students). The 55-student practicality set and 38-student outcome set were distinct analytic samples rather than an attrition sequence. The 32-indicator expert appraisal produced an overall Aiken’s V of 0.857. Educator and student practicality indices were 0.905 and 0.877, and the reported student N-gain was 0.739. Final scores were higher in the module cohort (M = 73.95, SD = 15.81) than in the comparison cohort (M = 56.17, SD = 13.07), with a mean difference of 17.78 points (95% CI [8.27, 27.29]), Welch’s t(35.76) = 3.79, p = 0.0006, and d = 1.22. Because random allocation and group-specific baseline equivalence were not documented, the between-group result is interpreted as preliminary evidence rather than a causal effect. The module’s main contribution is an infusive-complementary architecture that embeds contextual, structural, and methodological Qur’anic Sciences into aligned Tafsir tasks and assessment.
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