<![CDATA[Limited proficiency in reading the Qur’an among students requires a systematic, measurable teaching method that can progressively improve reading accuracy. Yet, empirical evidence on the effectiveness of the Al-Mahera method remains limited. This study aims to measure the improvement in students’ reading skills following Al-Mahera instruction and to analyze changes across specific aspects of reading proficiency. A quantitative approach was employed using a pre-experimental One-Group Pretest-Posttest design. The sample consisted of 20 students from a Quranic recitation (taḥsīn) class, selected via purposive sampling from a total of 43 active students at Rumah Qur’an Amal Ikhlash. The intervention spanned 20 sessions, with data collected through oral pre- and posttests and observations. Analysis included descriptive statistics, a normality test, a paired-sample t-test, and the N-Gain score. Based on individual scores, the average reading proficiency increased from 44.00 to 64.35, a gain of 20.35 points. The Shapiro-Wilk test indicated a normal distribution of data (pretest p=0.097; posttest p=0.111), while the paired-sample t-test revealed a significant difference (p<0.001). The average N-Gain score was 0.371 (or 37.08%), falling into the moderate category. Analysis of specific indicators showed the greatest relative improvement in mad ṭabīʻī (natural elongation), followed by makhārijul ḥurūf (articulation points) and ghunnah (nasalization). These findings indicate meaningful improvement in proficiency, although causal claims about the effectiveness of the Al-Mahera method must be qualified because the study lacks a control group.]]>
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