Taufiqurrahman Usman

The Implementation of Qiraat As-Sab'ah Learning at Nurul Islam Elementary School, Sumbawa

Introduction

The implementation of qiraat as-sab'ah learning at nurul islam elementary school, sumbawa. Explore the implementation of Qiraat As-Sab'ah Al-Qur'an learning at Nurul Islam Elementary School, Sumbawa. Discover teaching methods, evaluation, and impact on students' religious competence.

Abstract

Al-Qur'an learning plays a vital role in shaping the religious competence of students from an early age. One form of deepening Al-Qur'an recitation is qiraat as-sab'ah, which reflects the diversity of mutawatir recitations. This study aims to describe the implementation of qiraat as-sab'ah learning at Nurul Islam Elementary School in Sumbawa, including planning, implementation, and evaluation of learning. This study uses a qualitative approach with field research. Data collection techniques were carried out through observation, interviews, and documentation. The results show that the teaching of qiraat as-sab'ah at Nurul Islam Sumbawa Elementary School is carried out in stages, emphasizing mastery of qiraat hafs before introducing other variations of qiraat. The talaqqi and musyafahah methods were the main methods, while evaluation was carried out through oral tests and reading practice. The implementation of this learning contributed positively to improving the quality of the students' Al-Qur'an reading.

Review

This paper, titled "The Implementation of Qiraat As-Sab'ah Learning at Nurul Islam Elementary School, Sumbawa," addresses a significant and niche area within Islamic education: the teaching of diverse Al-Qur'an recitations (Qiraat As-Sab'ah) at the elementary school level. The study's aim to describe the planning, implementation, and evaluation of this learning at a specific institution is clearly articulated. Employing a qualitative field research approach, the authors utilize observation, interviews, and documentation to gather data, a suitable methodology for exploring the intricacies of educational practice. The abstract effectively conveys the positive impact of this structured learning on improving students' Al-Qur'an reading quality, highlighting its practical relevance. The findings presented offer valuable insights into the pedagogical approach employed. The phased introduction of qiraat, prioritizing mastery of Qiraat Hafs before venturing into other variations, demonstrates a thoughtful and methodical instructional design. The reliance on traditional, direct transmission methods like talaqqi and musyafahah (face-to-face recitation and correction) is entirely appropriate and indeed essential for accurate Qiraat instruction. Evaluation through oral tests and practical reading further reinforces the emphasis on authentic mastery. This detailed description of the process provides a useful model for other institutions considering similar advanced Al-Qur'an curricula at an early stage. While the abstract presents a clear and concise overview of the study's positive outcomes, a deeper exploration in the full paper could further enhance its contribution. For instance, elaborating on the specific challenges encountered during implementation, the qualifications and training of the educators, or how student motivation is maintained during this intensive learning would add valuable dimensions. Furthermore, a discussion on the rationale behind selecting Qiraat As-Sab'ah for elementary students, beyond general religious competence, and potential long-term benefits or scalability of this model would strengthen the paper's broader implications. Nevertheless, this study makes a commendable contribution by documenting a specific, successful pedagogical approach to a complex aspect of Al-Qur'an education.

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