Jurnal Pendidikan Bahasa Arab p-ISSN 2721-155X | e-ISSN 2721-5121 id/tatsqifiy Comparative Study of Maharah QiroAoah Learning Through Prayer Readings in Malaysia and Indonesia Elementary Schools Firda Fauzya Rahmat.
Radif Khotamir Rusli.
Fikni Mutiara Rachma Program Studi Pendidikan Bahasa Arab.
Fakultas Agama Islam Pendidikan dan Guru Universitas Djuanda.
Indonesia Volume 6 Nomor 2 Juli 2025: 123-137 DOI: 10.
30997/dt.
Article History Submission: 21-07-2025 Revised: 26-07-2025 Accepted: 27-07-2025 Published: 29-07-2025 Keywords:
Comparison.
Learning Maharah Qiro'ah.
Prayer Reading.
Kata Kunci:
Perbandingan.
Pembelajaran Maharah Qira'ah.
Bacaan DoAoa.
Correspondence:
(Firda Fauzya Rahma.
irdafauzya1805@gmail.
Abstract: This study investigates the teaching of maharah qiroAoah (Arabic reading skill.
through prayer recitations in two primary schools.
The main objective is to identify the learning approaches used and compare their similarities and differences.
This study uses a qualitative method with a comparative analysis approach Bereday.
Data were collected through interviews, documentation, and observation, and analyzed using triangulation of sources and The results show that elementary schools in Malaysia use a gradual Islamic Education Curriculum and focus on basic introduction, while elementary schools in Indonesia adopt the Merdeka Curriculum with a more systematic and interactive approach.
There are similarities and differences in methods, environmental and student-related factors.
Studi Komparasi Pembelajaran Maharah QiroAoah Melalui Bacaan Sholat di Sekolah Dasar Malaysia dan Indonesia Abstrak: Penelitian ini membahas pembelajaran maharah qiroAoah .
emampuan membaca dalam bahasa Ara.
melalui bacaan sholat di dua sekolah dasar, yaitu SD Sungai Merab Luar di Malaysia dan SD Amaliah di Indonesia.
Tujuan utamanya adalah untuk mengidentifikasi pendekatan pembelajaran yang digunakan serta membandingkan persamaan dan perbedaannya.
Penelitian ini menggunakan metode kualitatif dengan pendekatan analisis komparatif Bereday.
Data dikumpulkan melalui wawancara, dokumentasi, dan observasi, serta dianalisis dengan triangulasi sumber dan metode.
Hasil menunjukkan bahwa SD di Malaysia menggunakan Kurikulum Pendidikan Islam yang bertahap dan fokus pada pengenalan dasar, sedangkan SD di Indonesia mengadopsi Kurikulum Merdeka dengan pendekatan yang lebih sistematis dan Terdapat kesamaan dan perbedaan dalam metode.
Tatsqifiy: Jurnal Pendidikan Bahasa Arab is licensed under a Creative Commons Attribution-Share Alike 4.
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Copyright @ 2025 Universitas Djuanda.
All Rights Reserved p-ISSN 2721-155X | e-ISSN 2721-5121 124 Firda Fauzya Rahmat.
Radif Khotamir Rusli.
Fikni Mutiara Rachma Comparative Study of Maharah QiroAoah Learning Through Prayer A media, strategi, serta faktor lingkungan dan siswa yang memengaruhi pembelajaran di kedua sekolah.
INTRODUCTION
Arabic is a widely studied Muslims, due to its crucial role in Islamic (M.
Ritonga et al.
, 2.
As a language of religious ritual.
Arabic is not only used in worship but is spiritual value.
Unfortunately, in Arabic resulting in a mixture of "teachings" and "culture" (Sudarno, 2014: 16-.
Arabic serves as a religious meaning that a true teachings can only be achieved Arabic.
Islamic teachings are contained in the Qur'an and the Sunnah, both of which are in Arabic (Nurfarida.
Therefore, learning Arabic is a prerequisite for understanding the contents of the Qur'an, as well as a means of spiritual communication in worship such as prayer and The uniqueness of Arabic also lies in its status as the language of the Quran, which is not only a means of communication but also a spiritual medium (Syamsudin.
Putra.
MRM.
Said.
Fardatussolihat.
EM.
This language is a close identity for Muslims because it is used daily, but also feels distant because of its difficulty in learning (Zaenuddin, et , 2015: .
Because the Quran and Hadith are in Arabic, it is important for Muslims to study and master them (Rohmat, 2012: .
Arabic is also referred to as " The Way " in learning the principles of Islamic teachings (Cahya Edi Setyawan & Khairul Anwar, 2.
Arabic should be taught in educational institutions under the Ministry of Religious Affairs or in Islamic-oriented The spoken and written (Rohmat, 2012:
Language skills, or maharah al- Tatsqifiy: Jurnal Pendidikan Bahasa Arab.
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lughah, consist of four aspects:
uses an interactive, technology- listening .
stima'), speaking .
, based approach, while Amaliah Indonesia Elementary School uses .
iro'a.
, .
Of the four, maharah qiro'ah emphasis on memorization.
because good reading skills are the This study aims to compare the foundation for mastering the other teaching methods of maharah qiro'ah aspects (Akrom Fahmi, 2015: .
through prayer recitation at the two The practice of reading the This Quran is a key skill in Islamic identify similarities and differences religious education, particularly in and assess the effectiveness of the The goal is to enable students' reading skills.
Arabic The urgency of this research is further strengthened by the need for meaning, which also contributes to more effective teaching strategies in learning the recitation of the Qur'an, character and spiritual values.
Malaysia Indonesia, given the importance of prayer recitation in daily worship.
The predominantly Muslim countries.
Arabic language learning through various achievement (Badriah & Sukati.
Malaysia, 64% of the population is Muslim, which has a significant (Umi Latifah, 2.
Arabic learning (Khoiriyah.
, 2.
Based both countries, qira'ah learning is a focus in elementary schools, but the "Comparative methods used differ.
Sungai Merab Qiro'ah Luar Malaysia Elementary School Readings Study Maharah Learning Prayer Sungai Merab Tatsqifiy: Jurnal Pendidikan Bahasa Arab.
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Fikni Mutiara Rachma Comparative Study of Maharah QiroAoah Learning Through Prayer A Elementary School Outside Malaysia people, namely one teacher and two students at each school.
Amaliah Elementary School Indonesia.
" It is hoped that the results The qualitative method in this study is expected to produce complete, accurate, credible, and meaningful data, development of a more effective curriculum and teaching methods and collecting, comparing, and analyzing become a reference for educators and policy makers.
generalizations (Masri, 2016: .
The METHOD This research uses a comparative method with a qualitative approach, known as naturalistic research because it is conducted in a natural setting.
According to Bogdan and Taylor, a descriptive data in the form of written words and observable behavior.
The purpose of using this approach is to gain phenomenon being studied (Lexy J.
Moleong, 2013: .
The researcher collected intensive data from respondents and other relevant sources related to the learning of maharah qiro'ah through prayer reading at SD Sungai Merab Luar Malaysia and SD Amaliah Indonesia.
The type of research applied is variables in two or more different samples (Sugiyono, 2.
According to Dra.
Aswani Sudjud and Sugiyono identify similarities and differences schools in these two countries is because these two countries are Muslim majority countries which are definitely closely related to learning using Arabic, and they also definitely have their own uniqueness in implementing Arabic language teachings in their schools.
The respondents in this study numbered 6 views, and the evolution of individual or group perspectives.
Hudson .
explains that the comparative method is used to compare facts and characteristics of objects based on a specific framework, thus enabling researchers to analyze cause-and-effect Similarly.
Nazir .
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states that comparative research aims to uncover cause-and-effect relationships learning implementation documents.
by analyzing the factors causing a Data collection techniques used in this phenomenon, particularly those related to macro variables within a broader Observations This research was conducted in two conducted systematically to capture locations, namely Sungai Merab Luar Elementary School in Malaysia and dynamics taking place in the classroom.
Amaliah Elementary Interviews provided the researcher with Indonesia, the opportunity to obtain more detailed School implementation from August 2024 to January 2025.
This research includes while documentation was used to various important stages, starting from review various written documents to initial observations to identify the field support and complement the data from context, the preparation of relevant the observations and interviews.
research instruments, the process of To ensure the validity of the data data collection and analysis, until finally compiling a final report that represents the findings and conclusions from the entire series of research processes.
Source triangulation was conducted by The data collected in this study fall comparing information obtained from into two main categories: primary and various sources, both teachers and secondary data.
Primary data were students, to ensure data consistency.
obtained directly from primary sources Method triangulation, on the other in-depth teachers and students who participated in the study.
Secondary data, on the documentation, all directed at the same other hand, were sourced from official object or phenomenon.
Through this school documents, such as the school approach, researchers were able to profile, organizational structure, school verify the accuracy of the data and Tatsqifiy: Jurnal Pendidikan Bahasa Arab.
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Fikni Mutiara Rachma Comparative Study of Maharah QiroAoah Learning Through Prayer A increase the credibility of the research analysis of the learning outcomes of the qiro'ah Data analysis was conducted using recitations at both schools.
From this, descriptive and comparative methods, the researcher identifies key similarities adopting George Z.
Bereday's analysis The analysis process began with generalizations or applicable general patterns, as well as typologies or direct observation, in-depth interviews, qiro'ah The final conclusion of this study learning through prayer recitations.
not only provides a general overview of Next, the obtained data were compiled the practice of maharah qiro'ah learning in and described in narrative form or classification tables to facilitate analysis.
countries, but also produces findings that can be used as evaluation materials, researchers interpreted the findings curriculum development, and strategies based on the social, cultural, and to improve the quality of Arabic educational contexts prevailing in each language learning in the context of Data were analyzed to identify methods and student achievement.
The comparison, which is the process of aspects will be compared between the two schools.
After that, a tentative hypothesis is formulated as a first step in developing analytical arguments.
The comparison, which is an in-depth
RESULT & DISCUSSION
Result This study compares the learning approaches for the Maharah Qiro'ah program at Sungai Merab Elementary School (Outside Malaysi.
and Amaliah Elementary School (Indonesi.
Malaysia, learning follows the national Islamic education curriculum, focusing on introducing the hijaiyah alphabet .
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tajwid ( recitatio.
, and understanding Learning Maharah Qiro'ah Through the meaning of readings gradually.
Prayer Readings Applied at Sungai tailored to the students' age.
The Merab Elementary School.
Malaysia approach is gradual and does not and Amaliah Elementary School, require complete mastery from the start.
Indonesia.
Learning the correct pronunciation Meanwhile.
SD Amaliah Indonesia implements the Merdeka Curriculum which is combined with an independent The approach is more Elementary systematic using the Iqra' .
Tilawati .
Malaysi.
and Amaliah Elementary Talaqqi , and Tahsin methods.
The focus is School on correct reading according to tajwid elementary school, the urgency lies in meaning, and memorizing the reading getting students used to reading of the Al-Quran, prayers, and prayer correctly and understanding that Both emphasized the importance of Quran Sungai Merab School (Indonesi.
(Outside Malaysian prayer recitation as a medium for Meanwhile, at Amaliah Elementary learning qiro'ah .
In Malaysia, the School (Indonesi.
, prayer recitations approach is based on habituation and are seen as a means of practicing direct practice, while in Indonesia, it fluency in reading, memorization, involves special programs, structured and understanding Arabic reading rules such as tajweed and makharijul Both huruf .
etter pronunciatio.
recitation can improve students' reading In implementing the method, skills and understanding of qiro'ah in Sungai Merab Elementary School the context of daily worship.
uses a traditional approach, with Below, the researcher will present students writing on the results of interviews, observations, copying it, then memorizing it and and documentation:
practicing it in worship.
In contrast.
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Fikni Mutiara Rachma Comparative Study of Maharah QiroAoah Learning Through Prayer A School To address student difficulties, method through additional "material teachers at Sungai Merab Elementary plus" subjects, starting with teacher School Students Elementary Amaliah School, experiencing difficulties are given Sungai Merab more time and directed to additional Elementary School tended to respond The teachers' roles also enthusiastically, viewing school as a At Sungai Merab Elementary place to prepare for the future.
School.
Amaliah School, importance of reading correctly to responses varied.
Some students retain the meaning of the text.
Meanwhile, at Amaliah Elementary memorizing, and demonstrated a School, teachers focus more on lack of commitment to learning.
technical guidance and evaluating Elementary In terms of learning media.
Sungai Merab Elementary School the accuracy of reading and prayer does not use any special media other Supporting factors for success at than a blackboard, while Amaliah Sungai Merab Elementary School are Elementary a strong Islamic culture and students' appropriate textbooks to support enthusiasm for learning.
At Amaliah Environmental support is Elementary also a key factor.
Sungai Merab supported by teacher competence Elementary School has religious and students' habit of participating in routines such as morning Quran Quranic study activities outside of recitation and congregational prayer.
The obstacles faced also Amaliah Elementary School is under At Sungai Merab Elementary the auspices of an Islamic foundation School, students tend to study only at with various programs such as school due to a less supportive home memorizing the Quran and religious Elementary School, the obstacles School School.
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come from students who are not Maharah qiro'ah through Prayer Readings Sungai Merab teachers focus more on students with Elementary School.
Malaysia and Amaliah Learning evaluations also differ.
Elementary School.
Indonesia.
At Sungai Merab Elementary School.
Learning the recitation of prayers there are no formal evaluations, only through prayer recitations at Sungai an emphasis on memorizing reading Merab In contrast, at Amaliah Malaysia and Amaliah Elementary Elementary School, evaluations are School in Indonesia demonstrates a conducted systematically through similar goal: developing good and weekly memorization assignments correct Arabic reading skills in and number-based semester exams students from an early age.
Both that consider accuracy and reading integrate prayer recitations as a means of familiarizing students with Prayer recitations also play a Elementary Arabic School significant role in improving the tajweed rules and understanding the ability to read and understand Arabic meaning of the reading.
Because prayer recitations use Similarities include the use of Arabic and Quranic verses, students memorization methods, the active become more familiar with Arabic letters, vocabulary, and sentence When taught using proper qira'ah rules , students will become learning process.
In both schools, more fluent and quick in recognizing teachers play a crucial role in and understanding other Arabic motivating and guiding students to texts, ultimately improving their correctly recite prayer recitations.
overall reading skills.
Furthermore, schools still relies on conventional methods such as blackboards and textbooks as the primary media.
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Fikni Mutiara Rachma Comparative Study of Maharah QiroAoah Learning Through Prayer A Islamic enthusiasm for learning, while Amaliah However, there are fundamental Elementary School was supported by differences in the teaching approach Merab involvement outside of school through Elementary School adheres to the the TPA (Teaching Da.
and Koranic Malaysian study groups.
Sungai Islamic which is more flexible and gradual.
Another difference is evident in the adapting to students' initial abilities.
The learning process places greater Elementary School faces challenges from a lack of support for home internalizing the meaning of prayer learning, while Amaliah Elementary recitations as part of worship.
School is hampered by low motivation for learning among some students.
Amaliah Elementary Sungai School implements the Independent However.
Curriculum with a systematic and different strategies to overcome these structured approach, complemented by a tiered guidebook, and regular tutoring to after-school tutoring.
Merab evaluations in the form of weekly In conclusion, both schools have memorization assignments and in their own approaches and strengths in teaching the maharah qiro'ah through In terms of student responsiveness.
Sungai Merab Elementary School Sungai Merab Elementary School excels in fostering demonstrated high enthusiasm because meaning and habituation, students recognized the importance of while Amaliah Elementary School is learning for their future, while at stronger in the technical aspects and Amaliah Elementary School, learning structure.
This comparison demonstrates that the success of qiro'ah The factors supporting learning is greatly influenced by the success also differed.
Sungai Merab pedagogical approach , environmental Elementary School relied on the school's support, and student readiness.
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CONCLUSION
This study has explained about the learning of maharah qiro'ah through prayer readings between Sungai Merab Elementary School Outside Malaysia Amaliah Elementary School Indonesia, so the researcher can provide conclusions related to the comparative qiro'ah through prayer readings between the two schools, in accordance with the formulation of the research problem, namely as follows:
Quran at Sungai Merab Elementary School.
Outside Malaysia, refers to the Malaysian Islamic Education Curriculum, which emphasizes the introduction of the hijaiyah letters and understanding the meaning of readings without requiring students to fully master the recitation of the Quran from an early age.
At Amaliah Indonesia Elementary School, the curriculum used is the Merdeka independent curriculum.
The focus of learning at Amaliah Elementary School rules/rules, memorize the recitations for practice.
At Sungai Merab Elementary School Outside Malaysia, the teaching of recitation of the Quran in prayer is seen as a means that not only trains students' reading skills but also helps them internalize the meaning of the recitation as part of worship.
With this method, students are more motivated to read correctly according to the rules of tajweed.
On the other The teaching of the recitation of the Curriculum methods to ensure students can read hand.
Amaliah Indonesia Elementary School importance of learning recitation of the Quran through prayer recitations as a means to train Arabic reading skills from an early age.
In terms of methods used, both schools still rely on conventional methods without the of digital technology, with students can read, memorize, and apply prayer recitations properly.
Learning success is supported by the habit of reading the Qur'an, praying teachers, but they face obstacles such as a lack of student attention or motivation and family support.
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Fikni Mutiara Rachma Comparative Study of Maharah QiroAoah Learning Through Prayer A overcome these difficulties.
Sungai Elementary Merab School monolingual, allows students to encourages students to study and focus more on understanding Arabic texts systematically.
Overall, learning Elementary Amaliah Elementary School School, effectiveness is influenced by the provides additional programs and language environment and teaching special guidance.
The role of teachers methods used, where a more focused also differs, with Sungai Merab and systematic approach has been Elementary School focusing more on proven to provide more optimal student motivation, while Amaliah Elementary maharah qiro'ah.
School The similarities and differences in The challenges of the learning maharah qiro'ah through bilingual environment at Sungai Merab Merab Elementary School Outside language interference in learning Malaysia and Amaliah Elementary qiro'ah , but also provide a better School Indonesia can be seen in the following table:
Elementary School Amaliah Sungai Table 1 Equation of the SD of the Merab River.
Outer Malaysia with Amaliah Indonesia Elementary School Sungai Merab Elementary School Outside Malaysia Amaliah Indonesia Elementary School Both use the same curriculum aims to introduce students to good and correct qiro'ah skills through prayer readings.
Both emphasized that learning the maharah qiro'ah through prayer reading has great benefits for students in getting used to reading Arabic well, and prayer reading can make an important contribution.
Both use the memorization method in learning the maharah qiro'ah through prayer readings.
Both use learning methods that optimize available resources in achieving learning objectives, still rely on conventional methods.
Both implement a learning environment that is oriented towards Islamic values.
For students who experience difficulties, teachers at both schools work together to overcome them by providing encouragement, enthusiasm, and motivation in guiding students.
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Table 2 Differences between Sungai Merab Elementary School Outside Malaysia and Amaliah Elementary School in Indonesia Sungai Merab Elementary School Outside Malaysia Using the Malaysian education curriculum.
The goal to be achieved is to introduce students to prayer readings that use Arabic.
The learning method applied is the direct method.
No learning media is used, only utilizing the stationery available.
Teachers only provide encouragement and motivation for students.
Not only is encouragement and motivation given to students who are experiencing difficulties.
ACKNOWLEDGMENTS