<![CDATA[This study analyzes the implementation of the Ummi Method in improving Qur’an recitation at SDIT Rahmaniyah, Depok City, through George C. Edwards III’s four dimensions: communication, resources, disposition, and bureaucratic structure. A descriptive qualitative field-research design was employed. Informants included the principal, the Ummi coordinator, one Qur’an teacher, two homeroom teachers, two parents, and four students. Data were collected through structured interviews, classroom observations, and document review, and were analyzed through data condensation or reduction, data display, conclusion drawing, and verification using source and technique triangulation. The findings indicate that implementation is relatively strong. Communication is supported by initial socialization, fortnightly evaluation meetings, weekly technical forums, progress books, WhatsApp groups, and a separate Ummi report card. Resources include 24 Qur’an teachers, including the coordinator, teacher certification, relatively small learning groups, and ten lesson hours per week. Disposition is reflected in teacher commitment, remedial support, openness to supervision, and homeroom-teacher involvement. Bureaucratic structure is reinforced through placement testing, ability-based grouping, daily journals, assessment forms, supervision, and coordinator-led advancement testing. The main challenges are uneven parental involvement, remedial activities that still depend on teachers’ personal dedication, and the risk that administrative instruments become formalities. The study concludes that Qur’an recitation quality is sustained not merely by the method itself, but by the institutional capacity that maintains consistent implementation.]]>
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