Qur’anic Reading Support as an Inclusive Student Service: Preliminary Qualitative Evidence from Tahsin in an Indonesian Public Junior Secondary School
DOI:
https://doi.org/10.70211/wesw.v3i2.579Keywords:
Islamic Religious Education, Qur’anic Literacy, Tahsin, Makhārij Al-Ḥurūf, Inclusive Education, Student Support, Public SchoolingAbstract
This study aims to examine how a school-based Qur’anic recitation improvement program (tahsin) functions as an inclusive student-support service for Arabic letter articulation (makhārij al-ḥurūf) in an Indonesian public junior secondary school. A qualitative descriptive case analysis was undertaken using the documented preliminary evidence available for Grade IX D at SMP Negeri 7 Tanjung Jabung Timur: the program schedule, classroom observation mapping, and pedagogical documentation. The analysis identified a 30-minute pre-Dhuhr routine structured around whole-class reading, teacher modeling, corrective repetition, and selective small-group support. The most salient difficulties were clustered around perceptually or articulatorily close phonemes: sīn /s/, shīn /ʃ/, and ṣād /sˤ/; tāʾ /t/ and ṭāʾ /tˤ/; and dhāl /ð/, zāy /z/, and ẓāʾ /ðˤ/. Three interacting constraints limited individualized correction: compressed instructional time, the practical demands of a full class, and linguistic diversity shaped by Javanese, Buginese, and Malay speech backgrounds. Tahsin is therefore best understood not only as technical tajwid instruction, but also as a human-centered support practice that can expand equitable participation and confidence in Islamic Religious Education (IRE). Findings are bounded to preliminary case evidence and do not establish causal effects.
References
[1] M. Ainscow, "Promoting inclusion and equity in education: lessons from international experiences," Nordic Journal of Studies in Educational Policy, vol. 6, no. 1, pp. 7-16, 2020. https://doi.org/10.1080/20020317.2020.1729587.
[2] K. A. Allen, M. L. Kern, D. Vella-Brodrick, J. Hattie, and L. Waters, "What schools need to know about fostering school belonging: A meta-analysis," Educational Psychology Review, vol. 30, no. 1, pp. 1-34, 2018. https://doi.org/10.1007/s10648-016-9389-8.
[3] H. Korpershoek, E. T. Canrinus, M. Fokkens-Bruinsma, and H. de Boer, "The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review," Research Papers in Education, vol. 35, no. 6, pp. 641-680, 2020. https://doi.org/10.1080/02671522.2019.1615116.
[4] R. M. Ryan and E. L. Deci, "Intrinsic and extrinsic motivations: Classic definitions and new directions," Contemporary Educational Psychology, vol. 25, no. 1, pp. 54-67, 2000. https://doi.org/10.1006/ceps.1999.1020.
[5] Y. Hanafi, N. Murtadho, M. A. Ikhsan, T. N. Diyana, and A. Sultoni, "Student’s and instructor’s perception toward the effectiveness of E-BBQ enhances Al-Qur’an reading ability," International Journal of Instruction, vol. 12, no. 3, pp. 51-68, 2019. https://doi.org/10.29333/iji.2019.1234a.
[6] A. Akrim and G. Gunawan, "Quranic storytelling approach as educational model to teach religious values in the Indonesian context," Educational Sciences: Theory and Practice, vol. 21, no. 1, pp. 53-67, 2021. https://doi.org/10.12738/jestp.2021.1.005.
[7] M. Masturin, "Development of Islamic Religious Education materials based on religious moderation in forming student character," Munaddhomah: Jurnal Manajemen Pendidikan Islam, vol. 3, no. 4, pp. 346-355, 2022. https://doi.org/10.31538/munaddhomah.v3i4.310.
[8] S. S. B. Hassan and M. A. B. Zailaini, "Analysis of Tajweed errors in Quranic recitation," Procedia - Social and Behavioral Sciences, vol. 103, pp. 136-145, 2013. https://doi.org/10.1016/j.sbspro.2013.10.318.
[9] S. S. B. Hassan and M. A. B. Zailaini, "Khatam Al-Quran in Islamic education curriculum in Malaysia," Procedia - Social and Behavioral Sciences, vol. 103, pp. 558-566, 2013. https://doi.org/10.1016/j.sbspro.2013.10.373.
[10] F. Sartika, M. Ritonga, and D. Desyandri, "The Tajweed competencies of TPQ teachers and their influence on BTQ learning outcomes," Ta’dib, vol. 28, no. 3, 2021. https://doi.org/10.15548/jt.v28i3.691.
[11] N. J. Ibrahim, M. Y. I. Idris, Z. Razak, and N. N. A. Rahman, "Automated tajweed checking rules engine for Quranic learning," Multicultural Education & Technology Journal, vol. 7, no. 4, pp. 275-287, 2013. https://doi.org/10.1108/METJ-03-2013-0012.
[12] M. J. Aqel and N. M. Zaitoun, "Tajweed: An expert system for Holy Qur’an recitation proficiency," Procedia Computer Science, vol. 65, pp. 807-812, 2015. https://doi.org/10.1016/j.procs.2015.09.029.
[13] N. Shafie, A. Azizan, M. Z. Adam, H. Abas, Y. M. Yusof, and N. A. Ahmad, "Dynamic Time Warping features extraction design for Quranic syllable-based Harakaat assessment," International Journal of Advanced Computer Science and Applications, vol. 13, no. 12, pp. 48-54, 2022. https://doi.org/10.14569/IJACSA.2022.0131207.
[14] A. A. Harere, M. A. Hassanin, A. A. Mohamed, and M. T. Ben Othman, "Detection of the Tajweed rules in the Qur’anic recitations," Indonesian Journal of Electrical Engineering and Computer Science, vol. 39, no. 2, pp. 914-926, 2025. https://doi.org/10.11591/ijeecs.v39.i2.pp914-926.
[15] N. Anggraini, Y. Rahman, A. N. Hidayanto, and H. T. Sukmana, "CNN-LSTM with multi-acoustic features for automatic Tajweed Mad rule classification," Journal of Applied Data Sciences, vol. 7, no. 1, pp. 517-528, 2026. https://doi.org/10.47738/jads.v7i1.1062.
[16] G. H. Irawan, H. Mubarok, and I. Hoeronis, "Audio signal classification using Mel-Frequency Cepstrum Coefficients and Deep Neural Network for Noon Saakin or Tanween Tajweed rule dataset," JOIV: International Journal on Informatics Visualization, vol. 9, no. 3, pp. 1263-1269, 2025. https://doi.org/10.62527/joiv.9.3.2875.
[17] K. Saito, "Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies," Studies in Second Language Acquisition, vol. 34, no. 4, pp. 596-630, 2012. https://doi.org/10.1017/S0272263111000662.
[18] J. Lee, J. Jang, and L. Plonsky, "The effectiveness of second language pronunciation instruction: A meta-analysis," Applied Linguistics, vol. 36, no. 3, pp. 345-366, 2015. https://doi.org/10.1093/applin/amu040.
[19] R. I. Thomson and T. M. Derwing, "The effectiveness of L2 pronunciation instruction: A narrative review," Applied Linguistics, vol. 36, no. 3, pp. 326-344, 2015. https://doi.org/10.1093/applin/amu076.
[20] K. Saito and L. Plonsky, "Effects of second language pronunciation teaching revisited: A proposed measurement framework and meta-analysis," Language Learning, vol. 69, no. 3, pp. 652-708, 2019. https://doi.org/10.1111/lang.12345.
[21] B. Lee, L. Plonsky, and K. Saito, "The effects of perception- vs. production-based pronunciation instruction," System, vol. 88, p. 102185, 2020. https://doi.org/10.1016/j.system.2019.102185.
[22] C. Nagle and P. Hiver, "Optimizing second language pronunciation instruction: Replications of Martin and Sippel (2021), Olson and Offerman (2021), and Thomson (2012)," Language Teaching, vol. 57, no. 3, pp. 432-447, 2024. https://doi.org/10.1017/S0261444823000083.
[23] T. Isaacs and P. Trofimovich, "Deconstructing comprehensibility: Identifying the linguistic influences on listeners’ L2 comprehensibility ratings," Studies in Second Language Acquisition, vol. 34, no. 3, pp. 475-505, 2012. https://doi.org/10.1017/S0272263112000150.
[24] R. Lyster and K. Saito, "Oral feedback in classroom SLA: A meta-analysis," Studies in Second Language Acquisition, vol. 32, no. 2, pp. 265-302, 2010. https://doi.org/10.1017/S0272263109990520.
[25] S. Li, "The effectiveness of corrective feedback in SLA: A meta-analysis," Language Learning, vol. 60, no. 2, pp. 309-365, 2010. https://doi.org/10.1111/j.1467-9922.2010.00561.x.
[26] N. Shintani, S. Li, and R. Ellis, "Comprehension-based versus production-based grammar instruction: A meta-analysis," Language Learning, vol. 63, no. 2, pp. 296-329, 2013. https://doi.org/10.1111/lang.12001.
[27] J. Hattie and H. Timperley, "The power of feedback," Review of Educational Research, vol. 77, no. 1, pp. 81-112, 2007. https://doi.org/10.3102/003465430298487.
[28] V. J. Shute, "Focus on formative feedback," Review of Educational Research, vol. 78, no. 1, pp. 153-189, 2008. https://doi.org/10.3102/0034654307313795.
[29] A. Bandura, "Social cognitive theory: An agentic perspective," Annual Review of Psychology, vol. 52, no. 1, pp. 1-26, 2001. https://doi.org/10.1146/annurev.psych.52.1.1.
[30] D. H. Schunk, "Self-efficacy and academic motivation," Educational Psychologist, vol. 26, no. 3-4, pp. 207-231, 1991. https://doi.org/10.1080/00461520.1991.9653133.
[31] V. Braun and V. Clarke, "Using thematic analysis in psychology," Qualitative Research in Psychology, vol. 3, no. 2, pp. 77-101, 2006. https://doi.org/10.1191/1478088706qp063oa.
[32] L. S. Nowell, J. M. Norris, D. E. White, and N. J. Moules, "Thematic analysis: Striving to meet the trustworthiness criteria," International Journal of Qualitative Methods, vol. 16, no. 1, 2017. https://doi.org/10.1177/1609406917733847.
[33] B. C. O’Brien, I. B. Harris, T. J. Beckman, D. A. Reed, and D. A. Cook, "Standards for reporting qualitative research: A synthesis of recommendations," Academic Medicine, vol. 89, no. 9, pp. 1245-1251, 2014. https://doi.org/10.1097/ACM.0000000000000388.
[34] A. Tong, P. Sainsbury, and J. Craig, "Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups," International Journal for Quality in Health Care, vol. 19, no. 6, pp. 349-357, 2007. https://doi.org/10.1093/intqhc/mzm042.
[35] S. J. Tracy, "Qualitative quality: Eight ‘big-tent’ criteria for excellent qualitative research," Qualitative Inquiry, vol. 16, no. 10, pp. 837-851, 2010. https://doi.org/10.1177/1077800410383121.
[36] G. A. Bowen, "Document analysis as a qualitative research method," Qualitative Research Journal, vol. 9, no. 2, pp. 27-40, 2009. https://doi.org/10.3316/QRJ0902027.
[37] N. Carter, D. Bryant-Lukosius, A. DiCenso, J. Blythe, and A. J. Neville, "The use of triangulation in qualitative research," Oncology Nursing Forum, vol. 41, no. 5, pp. 545-547, 2014. https://doi.org/10.1188/14.ONF.545-547.
[38] H. Noble and J. Smith, "Issues of validity and reliability in qualitative research," Evidence-Based Nursing, vol. 18, no. 2, pp. 34-35, 2015. https://doi.org/10.1136/eb-2015-102054.
[39] I. Ullah, R. Tabassum, and M. Kaleem, "Effects of peer tutoring on the academic achievement of students in the subject of biology at secondary level," Education Sciences, vol. 8, no. 3, p. 112, 2018. https://doi.org/10.3390/educsci8030112.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 M. Rafi Rizqullah, J.M. Ekafitrianda
This work is licensed under a Creative Commons Attribution 4.0 International License.