Islamic Religious Education Teachers’ Strategies through the Elaboration of the Iqra’ Method in Improving Al-Qur’an Reading Skills at SMAN 1 Sigli

Abstract

This study aims to examine the strategies of Islamic Religious Education (PAI) teachers through the elaboration of the Iqra’ method in improving students’ Al-Qur’an reading skills at SMAN 1 Sigli. This research is motivated by the low ability of some students to read the Al-Qur’an according to the rules of tajwid and makhraj, even though the Iqra’ method has been widely recognized in Qur’anic learning. Therefore, this study focuses on analyzing the forms of elaboration of the Iqra’ method implemented by PAI teachers and identifying the supporting and inhibiting factors in its application. This research employed a qualitative approach with a case study design at SMAN 1 Sigli. Data were collected through observation, interviews, and documentation involving PAI teachers, students, and the school principal. The data were analyzed using the interactive model of Miles and Huberman through the stages of data reduction, data presentation, and conclusion drawing. The validity of the data was tested through source and technique triangulation. The findings reveal that PAI teachers successfully elaborated the Iqra’ method through a differentiated learning approach and the use of supporting media such as animated Qur’anic learning videos. This strategy proved effective in improving students’ Al-Qur’an reading abilities, particularly in mastering the basics of tajwid and the correct pronunciation of hijaiyah letters. Although there were obstacles in the form of limited instructional time in the classroom, the success of this strategy was supported by students’ enthusiasm and institutional support from the school for Qur’anic learning programs. Therefore, the elaboration of the Iqra’ method through innovative and adaptive learning strategies was able to significantly improve students’ Al-Qur’an reading skills.