<![CDATA[This study analyzes the curriculum design and pedagogical structure of the Yusro Method for beginner Quranic readers, focusing on material organization, instructional sequence, pedagogical principles, and learning implications. A qualitative descriptive-analytical design used instructional documents, eight limited observations, interviews, focus group discussions, and written reflections involving eight kindergarten teachers. Data were coded, reduced, displayed in analytical matrices, and verified through source and method triangulation, independent expert review, and an audit trail. Findings show that ten instructional units form five competency categories: basic phonetics, sound discrimination, progressive reading practice, articulation reinforcement, and application of Quranic reading rules. These units also form four developmental phases and reflect six principles: incremental learning, phonetic awareness, practical learning, repetition and habituation, learning readiness, and phonetic-tajwid integration. Learners progress from recognizing and distinguishing sounds to articulating letters accurately and applying rules in increasingly complex reading. The method therefore represents a systematic curriculum organized around phonological progression. However, the study does not establish comparative effectiveness; experimental research is needed to test reading accuracy, fluency, tajwid application, and retention.]]>
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