<![CDATA[The low level of Qur'an reading ability among students remains a significant obstacle in achieving the objectives of Islamic Religious Education. Conventional classroom-centered instruction often limits teachers’ ability to provide individual guidance in correcting students’ reading errors. This study aims to describe the implementation of the sorogan method and to analyze the challenges encountered in improving Qur'an reading skills at the junior high school level. This research employed a qualitative descriptive approach. Data were collected through interviews, observations, and documentation. The data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings indicate that the sorogan method is implemented through individual Qur'an reading sessions in front of the teacher, allowing immediate correction of reading mistakes. The application of this method contributes to improvements in reading fluency, accuracy in applying tajwid rules, and students’ self-confidence. The challenges identified include limited instructional time, differences in students’ ability levels, and varying degrees of learning discipline. Overall, the sorogan method proves to be an effective approach as it provides personal attention and direct feedback in the process of learning to read the Qur'an]]>
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