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All Journal Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Journal of Pedagogical and Teacher Professional Development
Mustajab Mustajab
UIN Kiai Haji Achmad Siddiq Jember
Education Social Sciences Other

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Implementation of the Qur'an Study Program in Improving Reading Ability and Memorize the Quran Vina Syayidatul Fitriya; Pujiono Pujiono; Mustajab Mustajab
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 1 : Al Qalam (January 2026 - Special Edition: Islamic Studies)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i1.5569

Abstract

The ability to read and write the Qur'an is very important for students because it can understand and gain new knowledge derived from the Qur'an. Many students have not mastered how to read the Qur'an well and correctly. One factor is the family environment factor that lacks knowledge about reading the Qur'an. Therefore, it is necessary for every school to implement a Qur'an reading program so that students can learn to read the Qur'an well and correctly. This study aims to describe the Al-Qur'an deepening program for beginner, tahsin, pre-tahfidz and tahfidz classes in improving the ability to read and memorize the Qur'an at Darussyafa'ah Genteng Banyuwangi Middle School. The research approach used is a qualitative approach with a case study research type. The results of the study show that the implementation of learning in beginner, tahsin, pre-tahfidz, and tahfidz classes has a uniform sequence of activities, which begins with greetings, muhadarah, reading Al-Fatihah, and opening prayers, then continued with classical sessions and deposits, and closed with prayers and greetings. In terms of methodology, the beginner, tahsin, and pre-tahfidz classes use the Yanbua method, while the tahfidz class uses the setor method. The evaluation system at all levels includes mid-semester, end-of-semester, and class promotion exams, with additional quality improvement evaluations specifically for the tahsin class.
Implementasi Model Pembelajaran Read, Answer, Discuss, Explain, and Create (RADEC) untuk Meningkatkan Hasil Belajar Siswa pada Materi Zakat di Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti Ai Rohmayati; Mustajab Mustajab; Siti Azaroh; Imam Subqi
Journal of Pedagogical and Teacher Professional Development Vol. 1 No. 2 (2025): Journal of Pedagogical and Teacher Professional Development, January 2025
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v1i2.33

Abstract

Penelitian ini bertujuan meningkatkan hasil belajar siswa dalam materi zakat pada Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti di kelas V-B SDS Laboratorium UPI Purwakarta melalui model pembelajaran RADEC (Read, Answer, Discuss, Explain, dan Create). Penelitian dilakukan dalam tiga tahap: pra-siklus, Siklus I, dan Siklus II, yang masing-masing mencakup perencanaan, pelaksanaan, observasi, refleksi, dan kesimpulan. Subjek penelitian adalah 14 siswa kelas V-B. Data dikumpulkan melalui tes hasil belajar, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa terdapat peningkatan ketuntasan belajar dari 14,29% pada pra-siklus, menjadi 64,28% di Siklus I, dan 85,71% di Siklus II. Disimpulkan bahwa model RADEC efektif dalam meningkatkan hasil belajar siswa, serta memfasilitasi pemahaman mendalam tentang zakat siswa. This study aims to improve student learning outcomes on the topic of zakat in the Islamic Education and Character Education subject for Grade V-B students at SDS Laboratory UPI Purwakarta through the RADEC learning model (Read, Answer, Discuss, Explain, and Create). The study was conducted in three stages: pre-cycle, cycle 1, and cycle 2, each comprising planning, implementation, observation, reflection, and conclusion. The research subjects were 14 Grade V-B students, with data collected through learning outcome tests, observation, and documentation. Results indicated an increase in learning mastery from 14.29% in the pre-cycle to 64.28% in cycle 1, and 85.71% in cycle 2. The study concludes that the RADEC model effectively enhances student learning outcomes, facilitates a deeper understanding of zakat.
Co-Authors Ai Rohmayati Imam Subqi Pujiono Pujiono Siti Azaroh Vina Syayidatul Fitriya