<![CDATA[This study examines the role of Qur’an teachers in improving adolescents’ Qur’an-reading skills and identifies supporting and inhibiting factors in Pedada Village, Teluk Keramat District, Sambas Regency. It used a descriptive qualitative approach. Data were collected through non-participant observation, interviews with a Qur’an teacher, adolescent learners, and a parent, as well as documentation. Data were analyzed through reduction, display, and conclusion drawing. Credibility was examined through source and method triangulation and confirmation with informants. The findings show that the teacher acts as instructor, demonstrator, mentor, facilitator, motivator, corrector, and evaluator. Learning begins by identifying initial abilities and assigning Iqra’ materials according to learners’ needs. The teacher models tartil and corrects articulation, vowel length, tajwid, and pausing. Reported changes are qualitative: clearer and calmer reading and greater confidence. Supporting factors include learners’ willingness, parental support, peer encouragement, and teacher patience. Inhibiting factors include schoolwork, fatigue, mobile-phone use, embarrassment, different ability levels, and irregular attendance.]]>
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