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All Journal PEDAGOGIK : JURNAL PENDIDIKAN Journal of Islamic Education Research
Mustapha Almasi
Mzumbe University, Morogoro
Religion Humanities Education

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Strategy to Improve al-Quran Reading and Writing Skills in Public Schools Muharami Aisyah Hanafi; Momod Abdul Somad; Usup Romli; Mustapha Almasi
Journal of Islamic Education Research Vol. 5 No. 3 (2024): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v5i3.450

Abstract

This research aims to explore strategies for improving Al-Quran Reading and Writing (Baca Tulis al-Quran / BTQ) skills in public schools, with a case study at SMAN 2 Bandung. Studying the Koran is essential for every Muslim that studying the Koran is the most important thing for every Muslim, especially in terms of reading each verse in it which contains certain tajwid laws that must be obeyed when reading it. However, in reality there are quite a few people who still make mistakes in reading and pronouncing the Koran. Reading and Writing the Qur'an is a key skill in Islamic education, focusing on both Arabic mastery and character development, but also contributes to the development of students' character and morals. Data was collected through semi-structured interviews, observations, and document studies, which were then analyzed using the Miles and Huberman model. The results of this research indicate that limited time and minimal support for learning at home are the main challenges in implementing BTQ in public schools. The school applies the "bandungan" method for BTQ learning, where students take turns reading with correction from teachers and classmates, as well as daily Koran assignments at home.
TEACHERS' BELIEFS AND CONSTRAINTS IN ADOPTING LEARNER-CENTERED PEDAGOGY; AN ANALYSIS OF TEACHER-CENTERED METHODS IN TANZANIAN TEACHER TRAINING COLLEGES Mustapha Almasi; Susan Mwangu Rumulika; Johari Hakimu; Justine N Mbukwa
PEDAGOGIK : JURNAL PENDIDIKAN Vol 11, No 2 (2024)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v11i2.9291

Abstract

Modern teaching prioritizes student-centered learning, yet teacher-centered methods (TCM) still exist in many contexts, including Tanzanian colleges. This study investigates the factors that motivate the continued use of TCM in selected teacher training institutions in Tanzania. Using a quantitative approach, data were collected from 150 college teachers through structured questionnaires, analyzed with the Relative Importance Index (RII) to rank the motivational factors. The research findings reveal three main factors driving the use of TCM, which consist of teachers' belief in its effectiveness, poor student cooperation perception, and low student learning ability. Additional but less significant factors include class size, resource limitations, and standardized testing demands. This study concludes that deeply rooted teacher beliefs and contextual classroom challenges reinforce the use of TCM, despite policy changes advocating for student-centered methods. (LCM). This study recommends enhancing teacher training programs that focus on fostering student engagement and addressing student ability perceptions to align teaching practices with modern educational goals.
Co-Authors Johari Hakimu Justine N Mbukwa Muharami Aisyah Hanafi Somad, Momod Abdul Susan Mwangu Rumulika Usup Romli