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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Ahlussunnah: Journal of Islamic Education
Rizal Safarudin
STAI Ar-Risalah Sumatera Barat, Indonesia
Religion Education Environmental Science Other

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Enhancing Quranic Reading Skills through the Jibril Method: A Case Study in Non-Formal Islamic Education Gilang Darma Putra; Rizal Safarudin; Zulfamanna Zulfamanna
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.591

Abstract

The ability to recite the Quran with proper pronunciation in accordance with the rules of tajweed is a fundamental competency in Islamic education. However, many students have not yet mastered it to the fullest extent. This study aims to examine the effectiveness of the Jibril method on students’ ability to recite the Quran. This study employs a qualitative approach with a case study design to explore the application of the Jibril method within the context of non-formal Islamic education. Data were collected through observation, interviews, and documentation involving educators, institutional administrators, and students, and were subsequently analyzed through data reduction, data presentation, and drawing conclusions. The results indicate that the Jibril method significantly improves reading fluency, accuracy of articulation points, and mastery of tajweed. Furthermore, this method also enhances students’ learning motivation, discipline, and active engagement. These findings indicate that the Jibril method is an effective learning strategy for improving Quranic reading skills in non-formal Islamic education; however, its optimal and sustainable implementation requires support from educators’ competencies and systematic learning management.
Strategies of Islamic Religious Education Teachers in Curriculum Development in Indonesian Junior High Schools Husnatur Rahmi; Seprian Ilham; Rizal Safarudin
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.624

Abstract

Although studies on Islamic Religious Education curriculum development have been widely conducted, research specifically examining teachers’ strategies within school-level practices remains limited. This study investigates teachers’ strategies in developing the Islamic Religious Education curriculum at the junior high school level. This study employs a qualitative approach with a case study design, with data collected through interviews, observations, and document analysis. The findings reveal that teachers’ curriculum development strategies encompass four main stages; in-depth understanding of the curriculum, systematic instructional planning, contextualized teaching implementation, and continuous evaluation. In addition, this study identifies supporting factors, including teachers’ professional competence, institutional support, and the availability of facilities and infrastructure, as well as constraining factors such as limited instructional time and diverse student abilities. These findings highlight the strategic role of teachers in ensuring the effectiveness and relevance of the curriculum to students’ needs. This study contributes to the development of Islamic education curriculum discourse by emphasizing the importance of teacher-centered strategies in dynamic educational contexts.
Co-Authors Gilang Darma Putra Husnatur Rahmi Seprian Ilham Zulfamanna Zulfamanna