<![CDATA[Quranic education through the Ummi Method is a quality-based system that integrates the 10 Pillars of the Quality System to achieve the ability to read the Quran with proper recitation (tartil) and fluency. This study aims to analyze the barriers to implementing the Ummi Method at the Riyadhul Muttaqin Quran House in North Cikarang and to identify strategies for optimizing learning. The study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews with administrators, teachers, students, and parents, as well as document analysis, and were subsequently analyzed using the interactive model by Miles, Huberman, and Saldana. The results indicate that the primary barriers lie in the duration of learning sessions, an unbalanced teacher-to-student ratio, suboptimal coordinator supervision, inconsistent application of mastery learning, irregular external quality control, and a manual student progress reporting system. External factors, such as insufficient independent practice at home and gadget usage, also impact learning effectiveness. This study concludes that optimizing the implementation of the Ummi Method requires systemic strengthening of the 10 Pillars of the Quality System through improved supervision, correction of the teacher-student ratio, digitization of reporting, and strengthening the role of parents in supporting Quranic learning at home. ABSTRAKPembelajaran Al-Qur’an melalui Metode Ummi merupakan sistem berbasis mutu yang mengintegrasikan 10 Pilar Sistem Mutu untuk mencapai kemampuan membaca Al-Qur’an secara tartil dan fasih. Penelitian ini bertujuan menganalisis hambatan implementasi Metode Ummi di Rumah Qur’an Riyadhul Muttaqin Cikarang Utara serta mengidentifikasi strategi optimalisasi pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam dengan pengelola, guru, santri, dan wali santri, serta studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Hasil penelitian menunjukkan bahwa hambatan utama terdapat pada aspek waktu pembelajaran, rasio guru dan santri yang belum ideal, supervisi koordinator yang belum optimal, inkonsistensi penerapan mastery learning, kontrol mutu eksternal yang belum rutin, serta sistem pelaporan perkembangan santri yang masih manual. Faktor eksternal berupa rendahnya latihan mandiri di rumah dan penggunaan gadget turut memengaruhi efektivitas pembelajaran. Penelitian ini menyimpulkan bahwa optimalisasi implementasi Metode Ummi memerlukan penguatan sistemik terhadap 10 Pilar Sistem Mutu melalui peningkatan supervisi, perbaikan rasio guru-santri, digitalisasi pelaporan, dan penguatan peran orang tua dalam pendampingan belajar Al-Qur’an di rumah.]]>
