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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Reswara: Jurnal Pengabdian Kepada Masyarakat
Said, Sayuthi Atman
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PENGUATAN AKSARA AL-QUR’AN DI MAJELIS TAKLIM KOTA TOBELO HALMAHERA TENGAH MELALUI PENGGUNAAN BUKU QIRO’AH Kallang, Agustang; Sulaeman, Sulaeman; Amri, Muhammad; Sugirma, Sugirma; Said, Sayuthi Atman; Ridwan, M.
Reswara: Jurnal Pengabdian Kepada Masyarakat Vol 3, No 2 (2022)
Publisher : Universitas Dharmawangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46576/rjpkm.v3i2.1805

Abstract

Dinamika pembelajaran baca tulis Al-Qur’an di Indonesia, termasuk di Maluku Utara telah mengalami perkembangan pesat. Beberapa metode baca tulis Al-Qur’an telah mewarnai dunia literasi Al-Qur’an seperti Bhaghdadiyah, Iqro’, Qiro’ati, Ummi dan Metode Qiro’ah. Sebagai salah satu metode yang lahir dari timur Indonesia, yakni Makassar, metode Qiro’ah bisa menjadi pilihan untuk penguatan literasi Al-Qur’an dengan cara belajar santri super aktif (CBSSA), termasuk di Majelis Taklim di Kota Tobelo Halmahera Utara. Tujuan dari kegiatan ini adalah untuk menguatkan literasi Al-Qur’an majelis taklim di Kota Tobelo Halmahera Utara melalui penggunaan buku qiro’ah. Tujuan dari kegiatan ini adalah untuk menguatkan literasi Al-Qur’an majelis taklim di Kota Tobelo Halmahera Utara melalui penggunaan buku qiro’ah. Metode kegiatan dilakukan melalui participation action research dengan tim pengabdi bertindak sebagai pendamping untuk penerapan metode qiro’ah. Hasil kegiatan melalui pola pembinaan literasi Al-Qur’an secara terstruktur dan sistematis, mulai dari penentuan mitra dampingan, pendampingan, pengaplikasian metode qiro’ah dan monitoring. Pola pembinaan mengacu pada pola dasar pengaplikasian metode qiro’ah yaitu 4M dan        7D. 4D sebagai penguasaan huruf hijaiyah, baris-harakat, huruf bersambung dan ilmu tajwid. Kemudian 7D dipahami, ditunjuk, dituntun, diulangi, diuji, diperlancar dan dipindahkan. Kegiatan ini telah berjalan sesuai dengan pengabdian dan memberikan kontribusi dalam menguatkan literasi Al-Qur’an bagi majelis taklim
GANGGUAN BERBAHASA PESERTA DIDIK DALAM PERSPEKTIF NEUROPENDIDIKAN: FAKTOR GENETIK, NEUROLOGIS, DAN STRATEGI PEMBELAJARAN Said, Sayuthi Atman; Amrah Kasim; Baso Pallawagawu; Ahmad Munawwir
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61407

Abstract

This article examines learner language disorders from a neuroeducational perspective by connecting genetic vulnerability, neurological language processing, and pedagogical responses. The study addresses the tendency to interpret language difficulties merely as low motivation, poor discipline, or instructional failure, although persistent language disorders may arise from complex interactions among biological, cognitive, environmental, and educational factors. A qualitative library-research design was employed. Twenty-four peer-reviewed articles published mainly between 2019 and 2025 were selected from international databases and Indonesian nationally accredited journals, while several foundational publications were retained to clarify core concepts. The sources were analyzed through identification, thematic coding, comparison, interpretation, and synthesis. The review shows that neuroeducation is an interdisciplinary field integrating neuroscience, cognitive psychology, and education to translate evidence about brain development and learning into responsible pedagogical decisions. Genetic factors indicate susceptibility rather than predetermined failure, whereas neurological differences may affect phonological processing, vocabulary, verbal working memory, comprehension, and literacy. Accordingly, educational institutions need early and continuous identification, explicit and differentiated language instruction, multisensory support, flexible assessment, selective use of digital interventions, and collaboration among teachers, families, and professionals. The article contributes an integrative framework that links biological vulnerability with inclusive educational support while warning against genetic determinism, labeling, and uncritical neuromyth-based practices.
Co-Authors Ahmad Munawwir Amrah Kasim Baso Pallawagawu Kallang, Agustang M. Ridwan Muhammad Amri Sugirma, Sugirma Sulaeman Sulaeman