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GAJIE; Global Journal of Islamic Education
Published by Institut Agama Islam Tarbiyatut Tholabah Lamongan
ISSN : ""     EISSN : 3110651     DOI : 10.58518/gajie
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
The International journal accepts empirical and conceptual research articles in the field of Islamic education. In addition to general themes, GAJIE particularly welcomes studies exploring Islamic education in coastal and community-based contexts as a distinctive area reflecting local wisdom and socio-religious dynamics in Muslim societies. The journal focuses on the following themes: Transformation and Reform in Islamic Education Islamic Education in the Digital and Multicultural Era Policy, Leadership, and Institutional Development in Islamic Education Curriculum Innovation and Pedagogy Moral, Character, and Values Education Non-formal and Community-based Islamic Education Comparative and Global Perspectives in Islamic Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 21 Documents
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Family Engagement in Qur’anic Learning: Improving Students’ Reading Skills Through the Ummi Methode Raikhan; Muhammad Fajrun Nada
GAJIE: Global Journal of Islamic Education Vol. 1 No. 03 (2025): GAJIE: Global Journal of Islamic Education
Publisher : FTIK Program Magister PAI Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i03.4215

Abstract

One of the innovations that has developed is the textbook for learning how to read the Qur'an, the Ummi method, which is widely implemented in Qur'anic education. However, family engagement in supporting Qur’anic learning remains underexplored, despite its significant role in children’s achievement. This study aims to examine the forms of family involvement, supporting strategies, students’ reading achievements, and the enabling and inhibiting factors in the application of the Ummi Method. Using a qualitative case study design at TPQ Tanwirul Ma’arif, Lamongan, data were collected through interviews, observations, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings indicate that families actively contribute through daily mentoring, spiritual motivation, provision of learning facilities, participation in parent forums, and parent training. Strategies include collaboration with teachers, role modeling, reward and punishment systems, and strengthening religious values. As a result, more than 95% of students achieved fluency, tajwid accuracy, and reading confidence. The study contributes to the theoretical development of family engagement in Islamic education by institutionalizing parental roles through parent forums and training programs and offers a practical model of family-institution partnership replicable in other institutions

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