The Qiroati Method as a Teaching Medium for Qur’anic Learning among Students

Mariana Mariana (Universitas Islam Negeri Fatmawati Sukarno, Bengkulu)
Evi Selva Nirwana (Universitas Islam Negeri Fatmawati Sukarno, Bengkulu)
Kurniawan Kurniawan (Universitas Islam Negeri Fatmawati Sukarno, Bengkulu)

Indonesian Journal of Research in Islamic Studies
Vol. 2 No. 2 (2025): Indonesian Journal of Research in Islamic Studies, 2(2), 2025

Background: Teaching the Qur'an in elementary schools requires effective methods so that students are not only able to read the Qur'an, but also understand the correct reading rules (tartil and tajwid). One method that is widely used in Islamic schools is the Qiroati method. Objective: This study aims to determine the effectiveness of the Qiroati method in teaching the Qur'an at SDI Al-Azhar 51 in Bengkulu City. Method: This study uses a descriptive qualitative approach. The research subjects included the principal, Qiroati teachers, and Qiroati assistant teachers. Data were collected through observation, interviews, and documentation. Data validity was tested using source triangulation, method triangulation, and theory triangulation. Results: The Qiroati method has been implemented effectively in accordance with learning procedures; however, its implementation has not been entirely optimal. This is due to limited learning time during the pandemic and a shortage of educators, especially those competent in the Qiroati method. Nevertheless, the Qiroati method is considered adequate because it is practical, easy to understand, systematic, and suitable for step-by-step learning. Students were able to recite clearly, follow the rules of tartil, and understand basic tajwid well. Conclusion: The Qiroati method is effective for teaching the Qur'an at SDI Al-Azhar 51 in Bengkulu City, although it still requires improvement in terms of learning duration and the availability of competent educators. Originality/Value: This study fills an empirical gap in the field of Qur'anic pedagogy and Islamic primary education by revealing the pedagogical efficacy, tartil-tajwid learning outcomes, and structural constraints regarding instructional time and teacher readiness in implementing the Qiroati method within the context of an Islamic elementary school in a regional setting (Bengkulu), an area that has received limited empirical inquiry. These findings enrich field-based evidence and serve as a strategic reference for developing certified Qiroati teacher training programs, optimizing instructional time management, and formulating Qur'anic literacy curriculum policies in Islamic primary education institutions.