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Journal of General Education and Humanities Vol.
No.
February 2026, pp.
757 Ae 767, https://doi.
org/10.
58421/gehu.
963 ISSN 2963-7147
757 Journal homepage:
https://journal-gehu.
com/index.
php/gehu Implementation of the Ummi Method in Increasing Interest in Learning the Qur'an Among Students at the Riyadlul Jannah Islamic Boarding School TPQ Zakiyyah Rahma Agustin1.
Muhammad Wildan Shohib2 1,2Muhammadiyah University of Surakarta.
Surakarta.
Indonesia Article Info ABSTRACT .
PT) Article history: Received 2025-12-13 Revised 2026-01-08 Accepted 2026-01-12 This study aims to describe the implementation of the Ummi Method to increase students' interest and enthusiasm in learning the Qur'an at the TPQ Riyadlul Jannah Islamic Boarding School in Ngreni.
Simo.
Boyolali.
This study uses a qualitative, phenomenological approach, with data collected through observation, in-depth interviews, and document analysis.
Data analysis was conducted using the stages of data reduction, data presentation, and conclusion drawing to comprehensively understand the learning process.
The results showed that the Ummi Method improved students' reading quality, motivation, and confidence through structured, interactive, and enjoyable learning.
Students experienced significant progress in pronunciation accuracy, recitation fluency, and memorization thanks to the memorization target system, reading and listening exercises, and munaqosyah The 3 implementation of the Ummi Method consisted of seven main stages:
opening, apperception, concept planting, concept understanding, skill training, evaluation, and closing.
In addition, the application of the classical-individual model, the mapping of abilities through initial screening, and the development of teacher quality through tahsin, tashih, certification, and routine evaluation further strengthen the effectiveness of this Thus, the Ummi Method has proven to be an effective strategy for teaching the Qur'an, increasing students' interest in learning, reading quality, and discipline.
Keywords:
Al-QurAoan Learning Interested in Learning Ummi Method This is an open-access article under the CC BY-SA license.
Corresponding Author: Zakiyyah Rahma Agustin Faculty of Islamic Studies.
Universitas Muhammadiyah Surakarta Email:
zakiyyahagustin@gmail.
INTRODUCTION Education plays a strategic role in shaping individuals' intellectual abilities, character, and moral values.
Education not only serves as a means of transferring academic knowledge but also as a process of internalizing social and religious values that form the foundation of human personality .
In the context of Islamic education, learning the Qur'an https://doi.
org/10.
58421/gehu.
963 758 occupies a central position, understood not only as a source of teaching but also as a guide to life that shapes Muslims' spiritual, moral, and social dimensions.
The ability to read the Qur'an properly is a key prerequisite for understanding and practicing its values.
Therefore, learning the Qur'an from an early age is a fundamental need that cannot be ignored .
However, learning to read the Qur'an is not enough to focus only on the technical ability to recognize letters, but one must also pay attention to the aspects of tartil, makhraj, and the proper application of tajwid rules so 2 that the quality of reading is 3 in accordance with the guidance of the Sharia .
In reality, learning the Qur'an in the modern era faces increasingly complex The development of digital technology and the dominance of gadget use have influenced children's learning patterns, leading to a decline in interest in reading the Qur'an.
Children and teenagers spend more time on digital entertainment than on direct interaction with the Qur'an .
This situation has led to decreased motivation to study, inconsistent attendance, and poor-quality Quran recitation, due to a lack of intensive The problem of low interest in learning the Qur'an is not only caused by internal factors among students, but is also closely 2 related to the appropriateness of the learning methods used.
Monotonous, uninteractive teaching methods that do not adapt to children's psychological characteristics can make learning the Qur'an seem boring.
In fact, learning the Qur'an requires a pedagogical approach that can foster interest, active involvement, and continuous learning habits .
Various methods of learning the Qur'an have been developed, such as the Iqra'.
AlBaghdadi.
Qiro'ati.
Jibril, and Ummi methods.
Each method has different characteristics and approaches.
The Ummi method is one of the methods of learning the Qur'an that emphasizes quality-based, systematic, and continuous learning.
This method is not only oriented towards the final achievement of reading, but also towards 1 the quality of the process through standardized learning stages, consistent hands-on practice, and a strict quality control system .
The uniqueness of the Ummi Method lies in the application of the principles of tartil and tajwid from the early stages of learning, as well as the use of classical-individual and read-listen models that allow students to be actively involved in the learning process.
In addition, the Ummi Method is supported by a teacher-training system that includes tahsin, tashih, certification, supervision, and continuous evaluation, thereby maintaining the quality of teaching .
This approach makes the Ummi Method relevant for responding to the challenges of learning the Qur'an amid social and cultural changes.
The urgency of this research is further reinforced by its link to the empirical conditions at the Riyadlul Jannah Ngreni Islamic Boarding School TPQ in Simo.
Boyolali.
Based on initial observations, the previous use of the Iqra' method in teaching the Qur'an led to low student enthusiasm and inconsistent attendance.
These conditions prompted the TPQ to switch to the Ummi Method to increase students' interest and enthusiasm for learning.
This change in method is an important educational phenomenon that warrants scientific study, particularly in the context of non-formal Qur'anic educational institutions.
Previous studies have shown that the Ummi Method is effective in improving students' ability to read the Qur'an from a technical and tajwid perspective .
, .
However, https://doi.
org/10.
58421/gehu.
759 most of these studies focus more on learning In contrast, studies that examine in depth the process of implementing the method, the dynamics of learning, and its contribution to increased student interest and enthusiasm are still limited.
Therefore, this study makes an important contribution to the development of Islamic Education, especially in the study of Al-Qur'an learning.
This study not only describes the effectiveness of the Ummi Method but also provides a comprehensive understanding of how its learning stages, quality system, and pedagogical practices contribute to increasing students' interest and enthusiasm in learning the Al- Qur'an.
The findings of this study are expected to serve as an academic and practical reference for educators.
TPQ administrators, and future researchers in developing effective, humanistic, and sustainable Qur'an learning models.
METHOD This research uses a qualitative, phenomenological design to gain an in-depth understanding of the experiences and perspectives of those involved in learning the Qur'an through the Ummi Method at the Riyadlul Jannah Islamic Boarding School TPQ.
A qualitative approach was chosen because it can explore social phenomena holistically through descriptive data in the form of words, actions, and documents relevant to the research context.
In qualitative research, participants are selected using purposive sampling, or the selection of informants based on specific criteria who are considered most capable of providing rich and relevant data on the phenomenon being studied, namely those who are directly involved in the application of the Ummi Method, thereby producing a valid understanding of this learning practice .
The research informants consisted of one Islamic boarding school caregiver, one TPQ coordinator, two Ummi Method Quran teachers, and two students selected for their involvement in the Quran learning process using the Ummi Method, for a total of six.
This selection was made by considering their roles, experiences, and contributions to the phenomenon under study, to ensure the data obtained were comprehensive and representative of different perspectives on the implementation of this learning method .
Data collection was conducted using three complementary techniques, namely indepth interviews, participatory observation, and documentation studies.
Semi-structured interviews were used to explore informants' detailed experiences and perceptions of the application of the Ummi Method in Al-Qur'an learning.
Furthermore, participatory observation was conducted by directly visiting the learning room to observe firsthand the interactions, dynamics of the activities, and the real context of the learning process.
This technique helped researchers capture events that might not have been revealed through interviews alone.
The documentation approach involved collecting supporting materials, such as learning schedules, student achievement records, learning modules, and photos of relevant activities, to enrich and verify the data obtained from interviews and observations .
Data analysis was conducted interactively and continuously, following the model proposed by Miles.
Huberman, and Saldaya .
ata collection, data reduction, data presentation, and concludin.
This model allows researchers to reduce or simplify field https://doi.
org/10.
58421/gehu.
963 760 into significant themes, compile narratives of findings, and draw meaningful conclusions based on the patterns and relationships that emerge from the data.
This analytical approach is suitable for phenomenological and contextual qualitative research because it emphasizes the relationship between data and the real social context in the field .
To increase data validity, this study applied triangulation of techniques and data sources, namely comparing findings from interviews, observations, and documentation from various informants, as well as conducting member checks by reconfirming interview results with informants to ensure that data interpretation was in line with their intended meaning.
This strategy is important in qualitative research to ensure the credibility, transferability, and confirmability of research findings .
The research procedure began with the preparation of research instruments .
he compilation of interview guidelines and observation sheet.
, the obtaining of research permits from the Islamic boarding school, and field data collection and analysis from 3 the beginning of collection until completion.
The final stage was to conclude and report research findings from a systematic, continuous data analysis process.
RESULTS AND
DISCUSSION 3.