How Do Religious Teachers Strengthen Adolescent Qur’anic Literacy? Evidence from Community-Based Tahsin Al-Qira’ah Learning in Indonesia
DOI:
https://doi.org/10.70211/wesw.v3i2.522Keywords:
Adolescent Learning, Community-Based Islamic Education, Differentiated InstructionAbstract
This study examines how religious teachers strengthen adolescent Qur’anic literacy through tahsin al-qira’ah learning at a community-based Islamic education center in Indonesia. A qualitative descriptive case study was conducted at TPA Al-Falah, Muara Bulian, involving tahsin teachers, adolescent learners, and program management. Data were collected through classroom observations, semi-structured interviews, and supporting documents, then analyzed through coding, thematic categorization, and triangulation. The findings show that teachers combined three main strategies: talaqqi, in which students listened to and imitated the teacher’s recitation; sorogan, in which students read individually and received direct correction; and drill, which strengthened fluency through repeated practice. These strategies were reinforced by patient teacher guidance, motivational communication, parental encouragement, a supportive learning environment, and available Qur’anic learning resources. However, differences in students’ reading ability, limited home practice, reduced concentration, and restricted instructional time remained challenges. Overall, the learning process improved students’ recitation fluency, pronunciation accuracy, confidence, and motivation. The study highlights the value of integrating modelling, individual feedback, and repeated practice to support adolescent Qur’anic literacy in community-based Islamic education.
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