The Influence of Tahfidz and Qiro'ati on Junior High School Students' Learning Outcomes in Islamic Education Subjects

Iwan Kurniawan. ZP

doi:10.29300/attalim.v23i1.3571

The Influence of Tahfidz and Qiro'ati on Junior High School Students' Learning Outcomes in Islamic Education Subjects

Iwan Kurniawan. ZP

Abstract

ENGLISH:

Objective: This study aims to determine the effect of the foundation program on Islamic Religious Education learning outcomes in students at Al Hasanah Junior High School. Method: This type of research uses quantitative methods. Data collection techniques through observation, questionnaires, and documentation. Data analysis techniques in this study using simple linear regression analysis. Results: There is no significant influence between the Tahfidz program and the Qiro'ati method on improving Islamic Education learning outcomes. The contribution given by the foundation program variable (X) to the variable of improving Islamic Religious Education learning outcomes (Y) is only 0.1%, which is indicated by the coefficient of determination of 0.1%. Conclusion: there is no significant influence between the Tahfidz program and the Qiro'ati method on improving Islamic Religious Education learning outcomes at Al Hasanah Islamic Junior High School, Bengkulu City. Contribution: This research contributes as an insight to teachers about the importance of tahfidz and qiro'ati-based teaching methods so that they can be applied optimally in teaching and learning activities.

INDONESIAN:

Tujuan: Penelitian ini bertujuan untuk mengetahui pengaruh program yayasan terhadap hasil belajar Pendidikan Agama Islam pada siswa di SMP Al Hasanah. Metode: Jenis penelitian menggunakan metode kuantitatif. Teknik pengumpulan data penelitian melalui observasi, angket, dan dokumentasi. Teknik analisis data dalam penelitian ini dengan menggunakan analisis regresi linear sederhana. Hasil: Tidak terdapat pengaruh yang signifikan antara program Tahfidz dan metode Qiro’ati terhadap peningkatan hasil belajar Pendidikan Agama Islam. Kontribusi yang diberikan oleh variabel program yayasan (X) terhadap variabel peningkatan hasil belajar Pendidikan Agama Islam (Y) hanya sebesar 0.1% yang ditandai dengan nilai koefisien determinan sebesar 0.1%. Kesimpulan: tidak terdapat pengaruh yang signifikan antara program Tahfidz dan metode Qiro’ati terhadap peningkatan hasil belajar Pendidikan Agama Islam di SMP Islam Al Hasanah Kota Bengkulu. Kontribusi: Penelitian ini berkontribusi sebagai wawasan kepada guru tentang pentingnya metode pengajaran berbasis tahfidz dan qiro'ati sehingga dapat diterapkan secara optimal dalam kegiatan belajar mengajar.

Keywords

Tahfidz and Qiro'ati; Students; Learning Outcomes; Islamic Education Subjects

Full Text:

PDF

References

Akhmad, F. (2020). Implementasi Pendidikan Karakter dalam Konsep

Pendidikan Muhammadiyah. Al-Misbah (Jurnal Islamic Studies), 8(2),

–85. https://doi.org/10.26555/almisbah.v8i2.1991

Alfakhry, G. M., Dashash, M., & Jamous, I. (2020). Native Arabic language use acceptability and adequacy in health professional instruction: students and faculty’s perspectives. Health Professions Education, 6(4), 454-464. https://doi.org/10.1016/j.hpe.2020.06.004

Arini, J., & Widawarsih, W. W. (2021). Strategi dan Metode Menghafal Al-Qur'an di Pondok Tahfidz Darul Itqon Lombok Timur. Jurnal Penelitian Keislaman, 17(2), 170-190. https://doi.org/10.20414/jpk.v17i2.4578

Arrafii, M. A. (2021). Indonesian teachers’ conceptions of values and dimensions of assessment practice: The effect of teachers’ characteristics. Teaching and Teacher Education, 98, 103245. https://doi.org/10.1016/j.tate.2020.103245

Astuti, R. T., & Marzuki, H. (2017). Analisis kesulitan pemahaman konsep pada materi titrasi asam basa siswa SMA. Orbital: Jurnal Pendidikan Kimia, 1(1), 22-27. https://doi.org/10.19109/ojpk.v1i1.1862

Azmat, S., Hassan, M. K., Ali, H., & Azad, A. S. (2021). Religiosity, neglected risk and asset returns: Theory and evidence from Islamic finance industry. Journal of International Financial Markets, Institutions and Money, 74, 101294. https://doi.org/10.1016/j.intfin.2021.101294

Engkizar, E., K, M., Kaputra, S., Arifin, Z., Syafril, S., Anwar, F., &

Mutathahirin, M. (2021). Building of Family-based Islamic Character

for Children in Tablighi Jamaat Community. Ta’dib, 24(2), 299.

https://doi.org/10.31958/jt.v24i2.4847

Faridah, F., & Ariyanto, A. (2021). Efektivitas Senam Otak dalam Meningkatkan Hafalan Al-Qur’an pada Siswa SMP-IT Ash-Shidiqi di Kecamatan Pemayung. Jurnal Akademika Baiturrahim Jambi, 10(2), 394-405. https://doi.org/10.36565/jab.v10i2.391

Fathoni, T. (2025). Integrasi Konsep Pengalaman Belajar John Dewey Dalam Pembelajaran Al-Qur'an Anak. AL-MIKRAJ Jurnal Studi Islam Dan Humaniora (E-ISSN 2745-4584), 5(2), 124-139. https://doi.org/10.37680/almikraj.v5i2.6754

Fatmi, F., Syafri, F. S., & Saltifa, P. (2022). Pengaruh Kemampuan Menghafal Al-Quran terhadap Pemahaman Konsep Matematika bagi Siswa Madrasah Aliyah Pondok Pesantren Pancasila Kota Bengkulu. Jurnal Pendidikan Mipa, 12(3), 464-471. https://doi.org/10.37630/jpm.v12i3.639

Finefter-Rosenbluh, I., Ryan, T., & Barnes, M. (2021). The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching. Teaching and Teacher Education, 106, 103436. https://doi.org/10.1016/j.tate.2021.103436

Harris, P. L., & Corriveau, K. H. (2021). Beliefs of children and adults in religious and scientific phenomena. Current Opinion in Psychology, 40, 20-23. https://doi.org/10.1016/j.copsyc.2020.08.003

Hassan, S. S. B., & Zailaini, M. A. B. (2013). Khatam al-quran in islamic education curriculum in Malaysia. Procedia-Social and Behavioral Sciences, 103, 558-566. https://doi.org/10.1016/j.sbspro.2013.10.373

Hidayah, S., & Zumrotun, E. (2023). Penggunaan Metode Qiro’ati Dalam Pembelajaran Membaca Al-Quran Di Sekolah Dasar. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 6(2), 353-364. https://doi.org/10.54069/attadrib.v6i2.601

Kimanen, A. (2016). Measuring confessionality by the outcomes? Islamic Education in the Finnish school system. British Journal of Religious Education, 38(3), 264–278. https://doi.org/10.1080/01416200.2014.984582

Kryshko, O., Fleischer, J., Waldeyer, J., Wirth, J., & Leutner, D. (2020). Do motivational regulation strategies contribute to university students' academic success?. Learning and Individual Differences, 82, 101912. https://doi.org/10.1016/j.lindif.2020.101912

Kvam, E. K., Roness, D., Ulvik, M., & Helleve, I. (2023). Newly qualified teachers: Tensions between needing support and being a resource. A qualitative study of newly qualified teachers in Norwegian upper secondary schools. Teaching and Teacher Education, 127, 104090. https://doi.org/10.1016/j.tate.2023.104090

Masuwai, A., Zulkifli, H., & Hamzah, M. I. (2024). Self-assessment for continuous professional development: The perspective of Islamic Education. Heliyon, 10(19). https://doi.org/10.1016/j.heliyon.2024.e38268

Mustafa, Z., & Mohd Nor, M. R. (2018). Pembangunan Individu Menurut

Ibnu Sina: Analisis Terhadap Karya-Karya Terpilih. Journal of Fatwa

Management and Research, 534–548.

https://doi.org/10.33102/jfatwa.vol13no1.190

Nurwadjah, A. A. (2021). Parent’s Position In Developing Children’s

Nature Implications In ERA 4.0. Jurnal Pendidikan Islam, 7(2), 153–

https://doi.org/10.37286/ojs.v7i2.101

Putra, D. A., & Hidayaturrahman, M. (2020). The roles of technology in al-Quran exegesis in Indonesia. Technology in Society, 63, 101418. https://doi.org/10.1016/j.techsoc.2020.101418

Quinones, G., Rutanen, N., & Revilla, Y. L. (2023). A cultural-historical exploration of relational ethics in research involving children. Learning, Culture and Social Interaction, 42, 100756. https://doi.org/10.1016/j.lcsi.2023.100756

Ruswandi, A., & Juliawati, D. (2023). Penerapan Metode Talqin dalam Meningkatkan Hafalan Al-Qur’an Juz 30 Bagi Peserta Didik TKIT Tahfidz Plus Arrifa Subang. Jurnal Raudhah, 11(2), 116-131. http://dx.doi.org/10.30829/raudhah.v11i2.2045

Stadler, M., Hofer, S., & Greiff, S. (2020). First among equals: Log data indicates ability differences despite equal scores. Computers in Human Behavior, 111, 106442. https://doi.org/10.1016/j.chb.2020.106442

Thaha, H., Rustan, E., & Subhan, S. (2021). Learning Model Development of Memorizing the Qur'an through Integration of Internal and External Representation. Journal of Education, Teaching and Learning, 6(1), 95-101. https://dx.doi.org/10.26737/jetl.v6i1.2354

Van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.05.003

Van Gasse, R., Vanlommel, K., Vanhoof, J., & Van Petegem, P. (2020). Teacher interactions in taking action upon pupil learning outcome data: A matter of attitude and self-efficacy?. Teaching and Teacher Education, 89, 102989. https://doi.org/10.1016/j.tate.2019.102989

Yusuf, M., & Wekke, I. S. (2015). Active learning on teaching Arabic for special purpose in Indonesian Pesantren. Procedia-Social and Behavioral Sciences, 191, 137-141. https://doi.org/10.1016/j.sbspro.2015.04.245

DOI: http://dx.doi.org/10.29300/attalim.v23i1.3571