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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Al-Mu'ashirah: Media Kajian Al-Qur'an dan Al-Hadits Multi Perspektif
Akhmad Bazith
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Religion Humanities Languange, Linguistic, Communication & Media Social Sciences Other

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STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN KEMAMPUAN MEMBACA AL-QUR’AN SISWA KELAS III SDIT AR-RASYID KOTA MAKASSAR Irmayanti Kumara Tungga; Akhmad Syahid; Yusri Muhammad Arsyad; M. Hasibuddin Mahmud; Rosmiati; Akhmad Bazith
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43714

Abstract

This study aims to describe the strategies of Islamic Religious Education (PAI) teachers in improving the Qur’anic reading ability of third-grade students at SDIT Ar-Rasyid Makassar City, to identify supporting and inhibiting factors in its implementation, and to analyze the results of the applied strategies. This research employed a qualitative approach with a descriptive research design. The research subjects consisted of PAI teachers, the principal, and third-grade students. Data were collected through observation, interviews, documentation, and student checklist questionnaires. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results indicate that Qur’anic reading instruction was implemented using the Ummi Method as the school’s primary approach. The strategies applied included direct instruction, talaqqi (face-to-face guided recitation), practice and repetition (tikrar), as well as habituation and role modeling. The learning process emphasized accurate pronunciation of makharij al-huruf, proper application of tajwid rules, fluency in recitation (tartil), and the development of proper manners in reading the Qur’an. Supporting factors included teacher competence and commitment, school policies, adequate facilities, and parental support. Inhibiting factors included differences in students’ initial abilities, limited instructional time, and insufficient learning assistance at home for some students. The implementation of these strategies demonstrated improvements in reading fluency, accuracy of tajwid, and students’ motivation to read the Qur’an regularly.
Applying Mahmoud Shaltout’s Contextual Tafsīr to Qur’anic Teaching: Insights from Islamic Educational Institutions Thahir, Ilyas; Akhmad Bazith; Wahyudin; Hamka Ilyas
Jurnal Ilmiah Al-Mu'ashirah: Media Kajian Al-Qur'an dan Al-Hadits Multi Perspektif Vol. 23 No. 1 (2026)
Publisher : South East Asia Regional Intellectual Forum of Qoran Hadith (SEARFIQH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jim.v23i1.34217

Abstract

Contemporary debates on contextual tafsīr (exegesis) often emphasize methodological reform, yet they pay limited attention to how such approaches are pedagogically enacted and stabilized within Islamic educational institutions. This gap is particularly relevant to the legacy of Mahmoud Shaltout, whose contextual method sought to harmonize textual fidelity with socio-historical awareness. This study investigates how Shaltout’s methodology is implemented through pedagogical sequencing in Qur’anic teaching, and how this process mediates questions of textual authority. Through a qualitative, multi-site field study, this research draws on classroom observations, semi-structured interviews with instructors and students, and document analysis across selected Islamic educational institutions. The findings reveal a patterned epistemic sequence: instruction begins with linguistic and textual clarification, proceeds to socio-historical contextualization, and culminates in ethical abstraction and contemporary application. This staged process mitigates resistance, preserves scriptural authority, and enables gradual interpretive expansion. Consequently, the study argues that contextual tafsīr attains institutional sustainability not merely through theoretical coherence, but through structured pedagogical enactments that actively negotiate authority in practice.
Co-Authors Hamka Ilyas Irmayanti Kumara Tungga M. Hasibuddin Mahmud Rosmiati Syahid, Akhmad Thahir, Ilyas Wahyudin Yusri Muhammad Arsyad