Implementasi Metode Ummi dalam Penguatan Makharijul Huruf dan Tajwid pada Siswa Generasi Alpha: Studi Deskriptif Kualitatif di TPQ Al-Hafidz Bekasi Babelan - Auliya Hasanah; Ajat Rukajat; Yadi Fahmi Arifudin (Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal, 2026)
Abstract: Accurate Qur’anic recitation requires learners not only to read fluently but also to articulate Arabic letters from their appropriate points of articulation and apply tajwid rules consistently. These competencies present particular pedagogical challenges in teaching children who grow up in highly digital learning environments. This study investigates the implementation of the Ummi Method in strengthening makharij al-huruf and tajwid among Generation Alpha learners at TPQ Al-Hafidz, a non-formal Qur’anic education institution in Babelan, Bekasi, Indonesia. A descriptive qualitative case-study approach was employed. Data were obtained through classroom observations, semi-structured interviews with the institution head, a Qur’an teacher, and a student informant, as well as analysis of instructional documentation. Data were analyzed through reduction, systematic display, comparison, and conclusion drawing, while credibility was strengthened through source and technique triangulation. The findings indicate that the Ummi Method was implemented through structured planning, ability-based grouping, teacher modeling, classical repetition, muraja’ah, individual reading, direct corrective feedback, and continuous evaluation. Teacher competence, repeated practice, cooperation between teachers and parents, and learner discipline supported implementation. Conversely, heterogeneous reading abilities, irregular attendance, insufficient home practice, and fluctuating concentration constrained learning. Observational and interview evidence indicated progressively clearer articulation, more consistent application of tajwid, improved reading fluency, and greater confidence. These findings suggest that the pedagogical value of the Ummi Method lies not merely in its instructional sequence but in the interaction between systematic practice, immediate correction, teacher consistency, and learning continuity at home. Further controlled studies are required to establish causal effectiveness. Abstrak: Kemampuan membaca Al-Qur’an tidak hanya ditentukan oleh kelancaran membaca, tetapi juga oleh ketepatan pengucapan makharijul huruf dan penerapan kaidah tajwid. Pembelajaran kedua aspek tersebut menghadapi tantangan tersendiri pada siswa Generasi Alpha yang tumbuh dalam lingkungan digital dan membutuhkan proses pembelajaran yang terstruktur sekaligus menarik. Penelitian ini bertujuan menganalisis pelaksanaan Metode Ummi, mengidentifikasi faktor pendukung dan penghambat penerapannya, serta mendeskripsikan perkembangan kualitas makharijul huruf dan tajwid siswa di TPQ Al-Hafidz Bekasi Babelan. Penelitian menggunakan pendekatan deskriptif kualitatif. Data diperoleh melalui empat kali observasi pembelajaran, wawancara semi-terstruktur dengan kepala TPQ, guru pengajar, dan santri, serta dokumentasi berupa buku Ummi, catatan perkembangan, jadwal pembelajaran, dan dokumentasi kegiatan. Data dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan serta diuji kredibilitasnya melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa Metode Ummi diterapkan melalui perencanaan target berdasarkan jilid, pembelajaran klasikal, muroja’ah, pembelajaran individual, pemberian contoh bacaan, pengulangan, koreksi langsung, dan evaluasi harian. Dukungan guru, kerja sama orang tua, konsistensi latihan, dan kedisiplinan santri menjadi faktor pendukung, sedangkan variasi kemampuan, ketidakteraturan kehadiran, kurangnya latihan di rumah, dan konsentrasi siswa menjadi faktor penghambat. Temuan menunjukkan adanya perkembangan positif pada kejelasan pelafalan huruf, penerapan tajwid, kelancaran, dan kepercayaan diri santri. Hasil ini menunjukkan bahwa penguatan kualitas bacaan melalui Metode Ummi bergantung pada interaksi antara sistem pembelajaran, kompetensi guru, pengulangan, koreksi langsung, dan kontinuitas latihan.