Al-Qur'an and Hadith Teacher Strategies for Enhancing the Learning Motivation of Grade VIII Students at MTs Al-Jauharen, Jambi City

Ahmad Solihin (Universitas Islam Negeri Sulthan Thoha Saifuddin Jambi)
Ahmad Ridwan (Universitas Islam Negeri Sulthan Thoha Saifuddin Jambi)

Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Vol. 24 No. 3 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan

Learning Al-Qur'an and Hadith requires students not only to understand recitation rules conceptually, but also to engage in reciting, identifying recitation rules, receiving corrections, and improving their recitation. This study aimed to analyze students' learning motivation, teacher strategies for enhancing motivation, and the supporting and inhibiting factors in learning Al-Qur'an and Hadith on mad shilah in Grade VIII A at MTs Al-Jauharen, Jambi City. The study employed a descriptive qualitative approach in the form of field research. Data were obtained through observation, interviews, and documentation from the Al-Qur'an and Hadith teacher, 25 Grade VIII A students, and the head of the madrasah. Data were analyzed through data reduction, data display, and conclusion drawing, while trustworthiness was examined through source and technique triangulation. The findings showed that learning motivation had not developed evenly. Some students responded actively and were willing to recite, whereas others tended to wait, lacked confidence, and lost attention when instruction relied too heavily on teacher explanation. The teacher's strategies included concise explanations, question-and-answer activities, rotating or random recitation practice, assignments and memorization, immediate correction, repeated recitation, quizzes, praise, and recognition of students' efforts. These strategies appeared more meaningful when they gave students opportunities to participate, recognize their errors, and experience improvement in their recitation. Their implementation was supported by the classroom atmosphere, teacher-student relationships, family and peer support, recitation habits, and follow-up on assignments, but was constrained by differences in prior ability, fear of making mistakes, limited instructional time, and weak study habits outside school. These findings position motivation as a process manifested through participation, persistence, and willingness to improve recitation rather than merely as an individual student trait.