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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Muaddib: Journal of Islamic Teaching and Learning
Mohd Isa Hamzah
Universiti Kebangsaan Malaysia, Malaysia
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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Quran Teachers’ Skills as Pedagogical Foundations: Conceptual and Practical Insights into Nine Competencies Engkizar Engkizar; Azhar Jaafar; Mohd Isa Hamzah; Syafrimen Syafril; Afifah Febriani; Gifa Oktavia; Ardi Satrial
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : International Islamic Studies Development and Research Center (IISDRC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67055/xt598c43

Abstract

The teaching of the Quran requires teachers to master fundamental instructional skills comprehensively, as they are not merely transmitters of sacred texts but also facilitators of effective, interactive, and meaningful learning processes. Such mastery enables teachers to foster students’ motivation, improve the quality of recitation, and cultivate an emotional connection with the Quran. This study aims to examine the concept and practice of nine essential teaching skills in Quranic instruction and to explore how these skills are implemented in classroom settings. Employing a qualitative content analysis approach, data were drawn from theories, expert opinions, and the review of 120 relevant scholarly articles. Thematic analysis was conducted using NVivo 12 software. The findings highlight nine core teaching skills that Quran teachers must acquire both theoretically and practically: i) openings and ii) closures enhance attentiveness and reflection, iii) explanation and iv) questioning strengthen comprehension and critical engagement, v) reinforcement and vi) variation sustain motivation, while vii) classroom management, viii) group discussions, ix) and individualized teaching foster discipline, collaboration, and inclusivity. This study contributes theoretically by strengthening the conceptual framework of basic teaching skills within Islamic education, and practically by offering insights for teacher training, curriculum development, and policy initiatives aimed at enhancing the quality of Quranic pedagogy in Islamic educational institutions.
Tartil Method as an Effective Pedagogical Approach for Enhancing Students’ Interest in Quranic Learning Engkizar Engkizar; Azhar Jaafar; Mohd Isa Hamzah; Syafrimen Syafril; M. Hidayat Ediz; Efendi Efendi; Arif Ridha; Afifah Febriani; Gifa Oktavia
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.637

Abstract

Quranic learning is often perceived as difficult by students, leading to low interest and limited engagement. However, with appropriate teaching methods tailored to learners’ diversity, motivation can be significantly improved. This study aims to analyze the impact of the Tartil method on enhancing students’ interest in Quranic learning. An exploratory sequential mixed-methods design was employed. Qualitative data were collected through in-depth interviews with fifteen informants (teachers and students) selected via purposive sampling, while quantitative data were obtained from 115 respondents using simple random sampling. Qualitative data were analyzed thematically using NVivo 12, while quantitative data were processed descriptively with SPSS 22. Findings revealed nine themes related to increased learning interest after applying the Tartil method. Quantitative analysis showed high student interest with a mean score of 4.14. These findings demonstrate that the Tartil method is a viable alternative for teachers in Quranic pedagogy, as it effectively fosters students’ motivation and engagement in Quranic learning.
Co-Authors Afifah Febriani Afifah Febriani Ardi Satrial Arif Ridha Azhar Jaafar Efendi Efendi Engkizar, Engkizar Gifa Oktavia Gifa Oktavia M. Hidayat Ediz Syafrimen Syafril