<![CDATA[This study aims to describe the process of learning to read the Qur’an among children in Ulok Tano Village, Simangambat District, the strategies used by Qur’an teachers, and the supporting and inhibiting factors. A descriptive qualitative field study was used. Primary data sources were the Qur’an teachers, participating children, and parents. Data were collected through non-participant observation, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing, with validity ensured by triangulation and persistent observation. Learning took place after the Maghrib prayer from 7.00 to 8.30 p.m. in a halaqah system through three stages: Iqra’, basic alif-alif reading, and the Qur’an. Teachers’ strategies included direct instruction, expository explanation, demonstration, repeated practice, and individual guidance. Supporting factors were the teachers, parental support, children’s enthusiasm, and community habit, while inhibiting factors were varying abilities, lack of practice at home, limited facilities, and the absence of specific tajweed instruction. This study aims to describe the process of learning to read the Qur’an among children in Ulok Tano Village, Simangambat District, the strategies used by Qur’an teachers, and the supporting and inhibiting factors. A descriptive qualitative field study was used. Primary data sources were the Qur’an teachers, participating children, and parents. Data were collected through non-participant observation, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing, with validity ensured by triangulation and persistent observation. Learning took place after the Maghrib prayer from 7.00 to 8.30 p.m. in a halaqah system through three stages: Iqra’, basic alif-alif reading, and the Qur’an. Teachers’ strategies included direct instruction, expository explanation, demonstration, repeated practice, and individual guidance. Supporting factors were the teachers, parental support, children’s enthusiasm, and community habit, while inhibiting factors were varying abilities, lack of practice at home, limited facilities, and the absence of specific tajweed instruction.]]>
