<![CDATA[The low ability to pronounce the hijaiyah letters in tartil due to the adoption of monotonous conventional teaching strategies in elementary schools is the background to this research. This problem has triggered a widening gap in the minimum standard for reading the holy book correctly from an early age. The focus of this research is to analyze the implementation of the Wafa method in boosting the makharijul huruf skills of fifth-grade students at SD Negeri 5 IKIP in the 2026/2027 academic year. A quantitative approach in the form of Classroom Action Research (CAR) was implemented cyclically through the stages of planning, action implementation, observation, and operational reflection. Actual quantitative data from the guidance showed a consistent escalation trend in each cycle. The average learning outcome score skyrocketed from a pre-cycle level of 62 to 74 in Cycle I, and reached an optimal peak of 86 in Cycle II. In line with this, the percentage of students' classical completion jumped drastically from 40% to 68%, reaching 88% at the final evaluation. The main conclusion confirms that the Wafa method is highly effective in mitigating phonetic articulation errors in the hijaiyah alphabet through recreational multisensory stimulation. Educators are recommended to integrate this kinetic cueing and song modulation technique to achieve adaptive transformation in contemporary tajwid teaching in formal institutions. ABSTRAK Rendahnya kemampuan pelafalan huruf hijaiyah secara tartil akibat adopsi strategi pengajaran konvensional yang monoton di sekolah dasar melatarbelakangi penelitian ini. Masalah tersebut memicu melebarnya jurang kesenjangan terhadap standar ketuntasan minimal membaca kitab suci secara sahih sejak usia dini. Fokus penelitian ini adalah menganalisis implementasi metode Wafa dalam mendongkrak kecakapan makharijul huruf peserta didik kelas 5 SD Negeri 5 IKIP pada tahun ajaran 2026/2027. Pendekatan kuantitatif berbentuk Penelitian Tindakan Kelas (PTK) diterapkan secara bersiklus melalui tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi operasional. Data kuantitatif aktual hasil bimbingan menunjukkan tren eskalasi yang konsisten di setiap siklusnya. Capaian rata-rata nilai hasil belajar meroket dari kondisi pra-siklus sebesar 62, menjadi 74 pada siklus I, dan mencapai puncak optimal sebesar 86 pada siklus II. Selaras dengan itu, persentase ketuntasan klasikal siswa melonjak drastis dari 40% menjadi 68%, hingga sukses menyentuh angka 88% di akhir evaluasi. Simpulan utama menegaskan bahwa metode Wafa sangat efektif memitigasi kekeliruan artikulasi fonetik hijaiyah melalui stimulasi multisensori yang rekreatif. Pendidik direkomendasikan mengintegrasikan teknik isyarat kinetik dan modulasi lagu ini guna mewujudkan transformasi pengajaran tajwid kontemporer yang adaptif di institusi formal. ]]>
