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All Journal Jurnal PAI Raden Fatah Jurnal Pendidikan dan Sosial Humaniora
Abror Dikna Anugrah
Universitas Muhammadiyah Surakarta
Religion Humanities Education Social Sciences

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PESANTREN TANPA PONDOK: STUDI KASUS PESANTREN MASYARAKAT OMAH NGAJI BERBAGI COLOMADU KARANGANYAR Abror Dikna Anugrah; Mohamad Ali
PAI RAFAH Vol 5 No 4 (2023): Jurnal PAI Raden Fatah
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/pairf.v5i4.19737

Abstract

Education can take place both inside and outside educational institutions and serves people of all ages. Pesantren is a religious institution that provides education and teaching as well as developing and spreading Islam. This study aims to describe the educational methods found in the Omah Ngaji Berbagi Community Islamic Boarding School by using pesantren education methods in the community. Researchers used a qualitative descriptive approach. Sources of data from the coaches, leaders, and students of the Omah Ngaji Berbagi Community Islamic Boarding School. Data analysis techniques in this study are data collection, data reduction, and conclusion drawing. The results of this study indicate that the Omah Ngaji Berbagi Community Islamic Boarding School is a pesantren that can accommodate people of all ages with the aim of fostering the community using pesantren education including learning to recite the Koran from scratch using the dirosa method, tahsin, basic Islamic material, Fiqh education (Kitab Safinatun Najah), memorization of the Quran & hadith, material on the chapter of Adab (Kitab Bulughul Maram). The material taught includes learning to recite the Koran from scratch for the first four months from the time of entry, tahsin, Fiqh material, memorization of the Quran & Hadith, adab, and Aqidah. The method of learning to recite from zero using books from Dirosa with twenty meetings, memorizing the Quran and hadith about tholabul ilmi, fiqh material taken from the book of Fikih Sakinah Tunnajah, and adab material using Kitab Bulughul Maram.
Perbandingan Metode Pembelajaran Quran: Metode Asy Syifa’ dan Dirosa di Dua Lembaga Abror Dikna Anugrah; Muh. Nur Rochim Maksum; Mohamad Ali
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 2 (2025): Juni : Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i2.5766

Abstract

This study aims to compare two Qur'an reading methods implemented in different institutions: the Asy Syifa' Method at Alima Quran House and the Dirosa Method at the Omah Ngaji Berbagi Community Islamic Boarding School. Using a descriptive qualitative approach, the research explores how each method is implemented, identifies their respective strengths and weaknesses, and assesses their impact on students' Qur'an reading abilities. Data collection involved direct observation, in-depth interviews with teachers and students, and documentation of learning activities. The research subjects consisted of students and instructors from both institutions. Data were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. Findings indicate that the Asy Syifa' Method has a structured, level-based curriculum (Tahsin A–D) supported by regular evaluations such as mid- and end-semester tests. This method effectively enhances students' accuracy in reading the Qur'an, particularly in mastering tajweed and makhrajul huruf. In contrast, the Dirosa Method provides a simpler and more time-efficient learning experience, comprising only 20 sessions, making it suitable for adult beginners aiming to quickly gain basic Qur'an reading skills. However, this method lacks systematic evaluation and in-depth tajweed instruction. In conclusion, both methods offer distinct advantages depending on the learners’ needs: the Asy Syifa' Method suits those seeking structured, in-depth mastery, while the Dirosa Method benefits those requiring flexible, rapid learning. These findings are expected to inform educators and Islamic learning institutions in selecting appropriate Qur'an teaching methods based on their students’ profiles and learning objectives
Co-Authors Mohamad Ali Muh Nur Rochim Maksum