<![CDATA[This study aims to examine the effectiveness of the AISAR method in improving Al-Qur’an reading ability among Class V students in Islamic elementary schools. The study was motivated by persistent deficiencies in students' Quranic reading skills, attributable to the dominance of rote-based conventional approaches that lacked systematic talqin (teacher-led recitation modeling) and musyafahah (face-to-face imitation), resulting in 63–73% of learners below the expected standard in makharijul huruf (articulation points) and basic tajwid (recitation rules). A pre-experimental quantitative design with a one-group pretest-posttest structure was employed. Nineteen students were selected via saturated sampling. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, paired sample t-test, and N-Gain analysis. Results demonstrate a significant improvement in mean scores from 63.89 (pretest) to 80.26 (posttest), with a paired t-test significance value of 0.000 (p < 0.05) and a moderate N-Gain of 0.47. The AISAR method’s structured stages talqin, musyafahah, tahfizh, and murajaah proved effective in fostering correct Quranic recitation habits. This study contributes empirical evidence supporting AISAR as an innovative, replicable pedagogical model for Quranic literacy improvement in elementary Islamic education.]]>
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