<![CDATA[Learning to read the Qur’an requires an instructional method that guides students to recite fluently, in tartil, and accurately in applying tajwid and makharij al-huruf. However, studies on the implementation of the Qiro’aty method in Islamic boarding schools remain limited, particularly those linking the learning process with the availability of certified Qiro’aty teachers, consistency of instructional implementation, and student motivation. This study aimed to analyze the implementation of the Qiro’aty method and the development of Qur’anic reading quality among first-year students at Nurul Bayan Islamic Boarding School during the 2023–2024 academic year, while also identifying implementation constraints and optimization efforts. A descriptive qualitative approach was employed, involving 12 purposively selected informants consisting of first-year students, Qiro’aty teachers, and school administrators. Data were collected through participant observation, semi-structured interviews, and documentation. Data analysis involved data reduction, data display, and conclusion drawing, while data credibility was strengthened through source triangulation and member checking. The findings indicated development in students’ Qur’anic reading quality, particularly in reading fluency, tajwid accuracy, and the habituation of tartil recitation. These developments were associated with the implementation of classical and individual instruction combined with direct correction of recitation. However, the implementation of Qiro’aty was still constrained by the limited number of certified teachers, inconsistent instructional discipline, and low motivation among some students. The findings indicate that the quality of Qiro’aty implementation is influenced by teacher competence, instructional consistency, and student engagement. Therefore, strengthening teacher training and certification, instructional supervision, and motivational strategies is necessary to support more consistent and sustainable Qur’anic learning. ABSTRAK Pembelajaran membaca Al-Qur’an memerlukan metode yang mampu membimbing santri membaca secara tartil, lancar, serta tepat dalam penerapan tajwid dan makharijul huruf. Namun, kajian mengenai implementasi metode Qiro’aty di pesantren masih terbatas, khususnya yang mengaitkan proses pembelajaran dengan ketersediaan guru bersyahadah, konsistensi pelaksanaan pembelajaran, dan motivasi santri. Penelitian ini bertujuan menganalisis implementasi metode Qiro’aty serta perkembangan kualitas membaca Al-Qur’an pada santri kelas I Pondok Pesantren Nurul Bayan tahun pelajaran 2023–2024, sekaligus mengidentifikasi kendala dan upaya optimalisasinya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan 12 informan yang terdiri atas santri kelas I, guru Qiro’aty, dan pihak pengelola pesantren yang dipilih secara purposive. Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi. Analisis dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperkuat melalui triangulasi sumber dan member check. Hasil penelitian menunjukkan perkembangan kualitas bacaan santri, terutama pada aspek kelancaran, ketepatan tajwid, dan pembiasaan membaca secara tartil. Perkembangan tersebut berkaitan dengan penerapan pembelajaran klasikal dan individual serta koreksi bacaan secara langsung. Namun, implementasi Qiro’aty masih menghadapi keterbatasan guru bersyahadah, ketidakstabilan disiplin pengajaran, dan rendahnya motivasi sebagian santri. Temuan ini menunjukkan bahwa kualitas implementasi Qiro’aty dipengaruhi oleh kompetensi guru, konsistensi pembelajaran, dan keterlibatan santri. Oleh karena itu, penguatan pelatihan dan syahadah guru, supervisi pembelajaran, serta strategi motivasional diperlukan untuk mendukung pembelajaran Al-Qur’an yang lebih konsisten dan berkelanjutan.]]>
