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All Journal JURNAL IQRA´ Ghaitsa: Islamic Education Journal
Sumaryati
Universitas Islam Nusantara Al-Azhaar Lubuklinggau, Indonesia
Religion Education

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Evaluating the Tahfidzul Qur’an Program Based on the Context, Input, Process, and Product Model Reni Marlena; Sumaryati; Nurus Amzana; Jang Bermano Putra; Nasution; Mohd Iqbal Haqim Mohd Nor
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2616

Abstract

This study aims to evaluate the implementation of the Tahfidzul Qur'an Program at the Qur'an House in Lubuklinggau City by using the CIPP (Context, Input, Process, Product) evaluation model. This model was chosen to obtain a comprehensive picture of the functioning of the program in the context of community-based non-formal education. The research approach used is qualitative descriptive, employing data collection techniques such as interviews, observations, and documentation of program implementers, ustadz/ustadzah, students, and student guardians. The results of the study show that this program exists in response to the community's need for an accessible and flexible Qur'an education, especially in urban areas. In terms of context, the program is aligned with the religious mission of the community and local needs. The input components include the readiness of teaching staff dominated by the younger generation, a flexible curriculum, and adequate but straightforward infrastructure. The learning process is carried out by the muroja'ah, talaqqi method, and a memorization recording system that involves the active role of parents. The product evaluation revealed consistent student memorization, albeit with varying levels, and the formation of religious character in students. This study concludes that community-based tahfidz programs like this can be a strategic alternative in strengthening children's non-formal Islamic education and Qur'an literacy.
Obstacles and Development Strategies in Improving Qur’anic Reading Skills among Junior High School Students in a Pesantren Context Surmiyanti; Imam Asfali; Fadhilah Zuhriyah; Ahmad Harisul Fikri; Sumaryati; Siti Farhah A. Aziz
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 1 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i1.7294

Abstract

This research is motivated by the persistence of variations in junior high school students' ability to read the Qur’an, particularly in fluency, accuracy in makharij al-letters, application of tajweed, and consistency of practice. This research aims to analyze the main obstacles students face in developing the ability to read the Qur’an and to formulate contextual and applicable development strategies in the pesantren environment. The research uses a qualitative case study design. Data were collected through observation of Qur’an learning, in-depth interviews with caregivers and coaches, ustaz and ustazah, and students, and review of learning documents, including schedules, achievement targets, and evaluation notes. The data is analyzed thematically through the stages of data reduction, coding, theme development, and a conclusion is drawn. The results showed that student obstacles included differences in initial ability, limited time for independent practice, fluctuating motivation for learning, and uneven individual feedback over time. Development strategies considered adequate include early ability mapping, gradual learning based on talaqqi and tashih, structured murajaah habituation, increased mentoring intensity, and periodic evaluation against achievement indicators. These findings contribute as a basis for improving the Qur’an Reading coaching program in pesantren-based junior high schools to be more measurable, consistent, and sustainable.
Relational Leadership Matters: Leader–Member Exchange, Managerial Skills, and Teacher Performance in Madrasah Ibtidaiyah Sumaryati; Desy Seplyana; Ani Nafisah; Bramana Nanditya Putra; Noorseha Ayob
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i2.7714

Abstract

The inconsistent contribution of leadership practices to teacher performance indicates the need to examine relational and managerial leadership within the specific context of Islamic elementary education. This study aimed to analyze the partial and simultaneous contributions of Leader–Member Exchange and madrasah principals’ managerial skills to the performance of Madrasah Ibtidaiyah teachers. A quantitative cross-sectional survey was conducted involving 195 teachers proportionally selected from a population of 448 teachers across 38 public and private Madrasah Ibtidaiyah in Way Kanan Regency, Lampung Province, Indonesia. Data were collected using structured questionnaires and analyzed through multiple linear regression with IBM SPSS Statistics version 20. The results showed that Leader–Member Exchange made a positive and significant partial contribution to teacher performance (B = 0.684; t = 2.236; p = 0.027), whereas madrasah principals’ managerial skills did not make a significant direct contribution (B = −0.525; t = −0.340; p = 0.734). Simultaneously, the predictor variables significantly contributed to teacher performance (F = 98.856; p < 0.001), with the regression model explaining 60.8% of the variance. These findings demonstrate that trust, communication, reciprocal support, and professional collaboration between principals and teachers have a more immediate role in supporting teacher performance than managerial skills alone. The study implies that principal-development programs should integrate administrative competence with relational leadership, interpersonal communication, teacher empowerment, and collaborative professional support.
Co-Authors Ahmad Harisul Fikri Ani Nafisah Bramana Nanditya Putra Desy Seplyana Fadhilah Zuhriyah Imam Asfali Jang Bermano Putra Mohd Iqbal Haqim Mohd Nor Nasution Noorseha Ayob Nurus Amzana Reni Marlena Siti Farhah A. Aziz Surmiyanti