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Dariyanto, Dariyanto
123Univeristas Bhayangkara Jakarta Raya, Jakarta
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Difficulty in Memorizing the Qur'an among Grade II Students at SDIT Salman Al Farisi: A Case Study Ahmad Fauzan; Dariyanto Dariyanto
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.6742

Abstract

This study explores the difficulties encountered by second-grade students at SDIT Salman Al Farisi in memorizing Surah Al-‘Asr (QS. 103:1–3), focusing on four major aspects: Qur’anic reading ability, memorization fluency, articulation accuracy, and mastery of tajweed rules. The research employed a qualitative case study approach to provide an in-depth understanding of the phenomenon. Data were collected through direct classroom observation, in-depth interviews with three purposively selected students and their tahfidz teacher, as well as documentation analysis of academic records and progress notes. The findings revealed that limited Qur’anic reading skills significantly hindered the memorization process. Students who struggled with decoding words, connecting syllables, and applying vowel length (mad) rules could not fully concentrate on retention and comprehension. Low fluency was another challenge, reflected in frequent hesitation, stammering, and confusion between verses, largely due to insufficient repetition (muroja’ah) and lack of independent practice at home. Articulation difficulties were evident in the inaccurate pronunciation of several hijaiyah letters such as dza, shod, ‘ain, and tsa, which reduced the clarity and meaning of recitation. Moreover, insufficient mastery of tajweed and makhraj rules, particularly in applying ghunnah, idgham, and correct vowel length, resulted in repeated errors across all three students. The study confirms that these four aspects are deeply interconnected, where weakness in one area exacerbates problems in the others. It underscores the need for integrated pedagogical interventions that combine talaqqi-based learning, structured articulation drills, comprehension-based methods, and systematic repetition schedules. Parental involvement was also found to be essential in reinforcing practice outside the classroom. Overall, the research highlights that successful Qur’an memorization in elementary schools cannot be achieved through isolated teaching strategies but requires a comprehensive, collaborative approach between teachers, students, and parents. Future research is recommended to expand the sample and evaluate specific intervention models to strengthen both the cognitive and spiritual outcomes of tahfidz learning.
IMPLEMENTASI AKTIVITAS TERSTRUKTUR DALAM MENANAMKAN KARAKTER DISIPLIN SISWA GENERASI ALPHA DI SEKOLAH DASAR Safitri; Dariyanto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 3 (2026): Volume 11 No. 3, September 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i3.63770

Abstract

This study aims to examine the implementation of structured activities in fostering disciplinary character among Alpha Generation students in elementary schools. The method employed is a literature review with a qualitative descriptive approach. Research data were obtained from various secondary sources, including journal articles, conference proceedings, and scientific publications relevant to the research topic. Data collection was conducted through searching, selecting, and reviewing literature related to structured activities, character education, disciplinary character, the Alpha Generation, and elementary education. Data analysis was carried out by identifying, classifying, comparing, and synthesizing findings from previous studies to gain a comprehensive understanding of the topic under investigation. The results of the review indicate that consistently implemented structured activities, such as punctual attendance habits, morning literacy programs, classroom cleaning duties, and the enforcement of school regulations, are effective in developing students' disciplinary character. Furthermore, the successful implementation of structured activities is supported by teachers' roles as role models, a positive school culture, and parental involvement in reinforcing disciplinary habits. Therefore, structured activities can serve as an effective strategy for fostering disciplinary character among Alpha Generation students in elementary schools.
Co-Authors Adrianty, Desi Ahadya, Linggarjati Ahmad Fauzan APRIYANTI WIDIANSYAH Asrori Yudha Prawira Asrori Yudha Prawira Asrori Yudha Prawira Asrori Yudhaprawira Awira Awira Awiria, Awiria Awiria, Awiria Denny Aditya Dwiwarman Diba Catur Putri, Fara Dina Satifah Elis Chalisyah Enden Suryati Ernawulan Syaodih Fahmi Sahlan Fahmi Sahlan Fajar , Abbas Sofwan Matla'il Faradiba Catur Putri Farhana, Husna Gun Faisal Halimatun Sadiyah Hamdani, Haris Intan Aprilia Intan Sari Pujayanah Irman Ramdhan Fauzi Nabil Nabil Nabil`, Nabil Natalia, Inpresta Ningsih, Niviana Nunuy Nurkaeti Nunuy Nurketi Nurkaeti, Nunuy Pedia Aldy Prawira, Asrori Yudha Pujayanah, Intan Sari Rilianti Sabina Makassar Safitri Sahlan, Fahmi Salman Faris Sapitri, Nabilla Septya Murfiana, Anggie Sobarli, Utep Suharjuddin, Suharjuddin Suharjudin Suprapti, Yuni Vira Pratiwi yohamintin, yohamintin Yosi Gumala