<![CDATA[This study aims to explore the effectiveness of the Qiraati method in early childhood Qur'anic learning through the lens of community perceptions and power relations at TPQ Manisqu, Desa Wonojati. The research addresses two main questions: the construction of community perceptions regarding the method's effectiveness and how these perceptions mediate the relationship between implementation and observed learning outcomes, as well as the power relations among three key actors in defining and negotiating the meaning of success. A qualitative case study design was employed, with data collected through in-depth semi-structured interviews, participant observation, and documentation. Participants included the head of TPQ, three teachers (ustadz/ustadah), ten parents, and early childhood students, selected through purposive and snowball sampling techniques. Data were analyzed using thematic analysis facilitated by NVivo 12 Pro software, with findings validated through source and method triangulation, member checking, and audit trail procedures. The findings reveal four primary themes: holistic perception of effectiveness encompassing cognitive, affective, behavioral, and spiritual dimensions; behavioral transformation as evidence of success; teacher competence as a mediating factor; and parental involvement as a critical determinant. The power relations analysis identifies the interplay of institutional authority, pedagogical expertise, and parental influence in coconstructing definitions of success. This study contributes theoretically by extending the literature on Qur'anic pedagogy through a sociocultural and relational lens, and practically by providing guidance for educators, institutional leaders, and policymakers in enhancing early childhood Qur'anic education. Further research across diverse contexts and employing mixed-methods approaches is recommended to deepen understanding of Qur'anic learning effectiveness.]]>
