Volume 3 Number 2 .
July Ae December 2025
Page: 165-172
ISSN: 3031-2884
EDUJAVARE PUBLISHING
https://edujavare.
com/index.
php/edujavare Implementation of the At-Tibyan (Tahajj.
Method in Improving AlQuran Recitation in Kindergarten Syelvia Wulandari1.
Noor Baiti2.
Herman Taufik3 Universitas Muhammadiyah Banajrmasin.
Indonesia.
syelviawulan@gmail.
Universitas Muhammadiyah Banjarmasin.
Indonesia.
baitinoor75@gmail.
3 Universitas Muhammadiyah Banjarmasin.
Indonesia.
hermantaufik@gmail.
* 081391112121
Article history Submitted: 2025/07/10.
Abstract Early Humans are born without knowledge but are endowed with innate potential .
that enables development through the process of education.
The Qur'an is the primary guideline in the life of Muslims.
therefore, the ability to read the Qur'an needs to be introduced from an early age.
A common problem found is children's inability to pronounce hijaiyah letters correctly.
This study aims to describe the implementation of the tahajji method using the At-Tibyan book in improving Qur'anic reading .
iraAoa.
skills of early childhood students at TK TAUD SaQu Ar-Raudah.
Marabahan District.
This research employed a qualitative approach with a field research design.
Data were collected through observation, interviews, and documentation, then analyzed descriptively.
The results indicate that the implementation of the AtTibyan method improves children's ability to read the Qur'an, particularly in recognizing hijaiyah letters and improving pronunciation accuracy.
addition, this method increases students' learning interest and assists teachers in delivering learning materials effectively.
Therefore, the At-Tibyan method is considered effective for teaching Qur'anic reading to early childhood at-tibyan method.
early childhood.
hijaiyah letters.
quranic reading.
Keywords Revised: 2025/08/18.
Accepted: 2025/09/20 A 2025 by the authors.
This is an open-access publication under the terms and conditions of the Creative Commons Attribution International (CC SA) https://creativecommons.
org/licenses/by-sa/4.
INTRODUCTION
Early Humans are born without knowledge but are endowed with innate potential .
that enables development through the process of education.
Education serves as the primary means of transmitting, preserving, and developing values including religious values that are essential for shaping human character (Moh.
Roqib, 2.
In early childhood, the learning process is crucial, as children have exceptional receptivity and a natural tendency to imitate behaviors in their surroundings.
Therefore, instilling religious and moral values from an early age forms the foundation for building strong character in children (Hidayat Syarif.
Published by Edujavare Publishing.
Indonesia Accredited SINTA 4 Implementation of the At-Tibyan (Tahajj.
Method in Improving Al-Quran Recitation in Kindergarten Syelvia Wulandari.
Noor Baiti.
Herman Taufik Ahmad Syarifuddin, 2.
In Islamic teachings, the QurAoan is the main source of guidance for human life.
The ability to read the QurAoan correctly and properly is a fundamental skill that should be nurtured from a young age (Abdurrahman Bakr, 1433 H.
Hakmi Hidayat et al.
, 2.
However, in practice, many children still encounter difficulties, particularly in pronouncing the Arabic letters .
uruf hijaiya.
in accordance with their correct articulation .
and the rules of tajwid.
Errors in pronouncing these letters can alter the meaning of the recitation, making it essential to employ an effective teaching method to help children understand and read the QurAoan accurately (Muhammad Iqbal Ansari, 2019.
Nata, 2.
Various QurAoanic learning methods have been developed to address these challenges.
One such method is the At-Tibyan method, which focuses on tahajji .
pelling out Arabic letter.
, understanding the articulation points of the letters .
akharij al-huru.
, and gradually introducing tajwid rules in a structured manner (Abdurrahman Bakr, 1433 H).
The At-Tibyan method was introduced by Shaykh Abdurrahman Bakr from Madinah and in Indonesia, it has been disseminated by LKID Wadi Mubarok Bogor.
This method is recognized for providing a systematic and comprehensive approach to teaching QurAoanic reading, especially for young children, aligning with their developmental needs for concrete, visual, and stepwise learning experiences (Dardum & Nurul SaAoadah, 2.
Prior research shows that the use of appropriate methods in teaching QurAoanic recitation can enhance learning outcomes, motivation, and childrenAos interest (Ranti Nurdianti, 2022.
Dardum & Nurul SaAoadah, 2.
The teacherAos role and the use of engaging educational media are also critical to the success of early childhood QurAoanic education (Ajeng Rizki, 2020.
Herman Taufik & Noor Baiti, 2.
However, studies specifically examining the implementation of the At-Tibyan method in kindergartensAi especially its practical and contextual impact on improving qiraAoah .
Aiare still TK TAUD SaQu Ar-Raudah in Marabahan is one of the early childhood education institutions that has implemented the At-Tibyan method in its QurAoanic learning process.
This institution stands out because of its commitment to QurAoanic memorization .
and reading proficiency for young learners.
The teachers have received specialized training in the At-Tibyan method, equipping them to effectively teach QurAoanic reading to their students (Abdurrahman Bakr, 1433 H.
Dardum & Nurul SaAoadah, 2.
Supported by a religious local environment, the schoolAos program emphasizes not only cognitive aspects but also the cultivation of daily religious habits and morals (Moh.
Roqib, 2019.
Hidayat Syarif, 2.
Over the years, this institution has shown notable achievements in both memorization and QurAoanic reading fluency.
However, there is a lack of systematic studies that evaluate the classroom implementation of the At-Tibyan method, the challenges teachers face, and the extent to which this method contributes to enhancing childrenAos ability to recite the QurAoan.
Such studies are important to provide an evidence-based reference for other early childhood institutions seeking to adopt effective QurAoanic teaching models (Muhammad Iqbal Ansari, 2019.
Dardum EDUJAVARE: International Journal of Educational Research & Nurul SaAoadah, 2021.
Ranti Nurdianti, 2.
Based on these considerations, this research aims to describe the implementation of the At-Tibyan tahajji method in enhancing early childhood qiraAoah (QurAoanic reading abilit.
at TK TAUD SaQu Ar-Raudah.
Marabahan.
The results are expected to contribute to the development of innovative, effective, and developmentally appropriate QurAoanic learning methods for young children.
METHODS
This study employs field research with a descriptive qualitative approach, aiming to describe the implementation of the At-Tibyan method in QurAoanic reading instruction at TK TAUD SaQu Ar-Raudah.
Marabahan (Lexy J.
Moleong, 2002.
Amirul Hadi & Haryono, 1.
The qualitative approach is selected to provide a deep, holistic description of the phenomena observed in the field, focusing on words, behaviors, and observation results rather than statistical analysis (Nana Syaodih Sukmadinata, 2013.
Saifudin Azwar, 2.
The researcher played an active role in collecting data to obtain a comprehensive picture of the At-Tibyan methodAos implementation in improving early childhood qiraAoah.
The research subjects included 43 students, 8 female teachers .
, and the principal of TK TAUD SaQu Ar-Raudah.
Marabahan.
The research object was the implementation of the At-Tibyan method in QurAoanic reading, encompassing the planning, execution, and outcomes of the learning process (Dardum & Nurul SaAoadah, 2021.
Ranti Nurdianti, 2.
This research was conducted at TK TAUD SaQu Ar-Raudah, located in Marabahan District.
Barito Kuala Regency.
South Kalimantan.
The timing was adjusted to coincide with the schoolAos daily activities, ensuring that data collection occurred naturally without disrupting the learning routine (Herman Taufik, 2.
The study gathered qualitative data, including main data on lesson planning and instructional practices using the At-Tibyan method and supporting data such as school profiles, lesson documents, and photos or videos of learning activities (Lexy J.
Moleong, 2002.
Ajeng Rizki, 2.
Data sources consisted of teachers and students as respondents, school officials as informants, and documents, archives, photos, and recordings as supporting materials.
The data collection techniques comprised observation.
Direct observation of classroom practices, teacher-student interaction, and the use of At-Tibyan media.
The researcher participated as an observer to gather factual information regarding classroom dynamics and childrenAos responses (Husaini Usman & Purnomo Setiadi Akbar, 2.
In-depth interviews were conducted with teachers, the principal, and selected students to obtain information on strategies, obstacles, and experiences during At-Tibyan method implementation (Lexy J.
Moleong, 2002.
Nana Syaodih Sukmadinata, 2.
Documentation included photos, video recordings, lesson plans, and evaluation results of childrenAos QurAoanic reading (Ajeng Rizki.
Ranti Nurdianti, 2.
Implementation of the At-Tibyan (Tahajj.
Method in Improving Al-Quran Recitation in Kindergarten Syelvia Wulandari.
Noor Baiti.
Herman Taufik The research procedure followed several steps, first Preparation: Initial observation, instrument design, coordination with the school, and literature review related to the At-Tibyan method (Abdurrahman Bakr, 1433 H.
Moh.
Roqib, 2.
Implementation: Direct involvement in the classroom, observation, note-taking during lesson delivery, and documentation of each stage in the At-Tibyan method (Dardum & Nurul SaAoadah, 2.
Data Analysis: Collected data from observation, interviews, and documentation were reduced, categorized, and systematically presented.
Analysis focused on identifying key themes related to At-Tibyan implementation (Husaini Usman & Purnomo Setiadi Akbar, 2009.
Lexy J.
Moleong, 2.
Conclusion Drawing: Findings were reflected upon and summarized to provide a comprehensive depiction of the implementation and its impact on childrenAos QurAoanic reading (Saifudin Azwar, 2005.
Margono, 2.
The primary instrument was the researcher .
uman instrumen.
, as qualitative research demands sensitivity and interpretative skills throughout the process (Lexy J.
Moleong, 2002.
Muri Yusuf, 2.
Additional supporting instruments included observation sheets, interview guides, and documentation formats to ensure systematic data Analysis involved data collection, reduction .
election and simplificatio.
, presentation .
arrative descriptio.
, and conclusion drawing.
Data validity was ensured through triangulation of sources, methods, and timing, as well as member checking by returning findings to participants for verification (Husaini Usman & Purnomo Setiadi Akbar.
Margono, 2.
FINDINGS AND DISCUSSION
The implementation of QurAoan learning at TK TAUD SAQU Ar-Raudah demonstrates that the At-Tibyan method is systematically applied through a combination of classical and individual instructional settings.
The learning process does not focus solely on reading the QurAoan, but is also integrated with childrenAos play activities, such as educational games with Lego, puzzles, and various motor skill activities.
This integration aims to stimulate childrenAos cognitive, linguistic, motor, socio-emotional, and creative development in a balanced way, as recommended in holistic early childhood education (Ajeng Rizki, 2020.
Darmadi, 2.
Structure and Process of QurAoan Learning The At-Tibyan method at this institution is initiated with opening activities, including greetings and motivational discussions.
The core learning session then introduces the Arabic alphabet .
uruf hijaiya.
, spelling .
, and exercises in pronunciation according to correct articulation .
and tajwid rules (Abdurrahman Bakr, 1433 H).
Teachers make use of the At-Tibyan books, letter cards, and lawhah .
mall whiteboard.
to enhance comprehension and retention.
Repetition is a key strategy, allowing children to internalize the visual and auditory patterns of QurAoanic recitation (Ranti Nurdianti, 2.
Planning is carried out EDUJAVARE: International Journal of Educational Research collaboratively among teachers at the beginning of each semester, adapting the At-Tibyan curriculum from the central institution.
The planning process includes the development of learning activities, selection of materials, and choosing age-appropriate media.
QurAoanic lessons are delivered alongside thematic learning, such as drawing, coloring, and other motor skills activities, which are adjusted weekly based on the schoolAos theme.
The ultimate target is for children to gradually memorize and fluently recite Juz 30 of the QurAoan, at a pace suitable for their development (Abdurrahman Bakr, 1433 H.
Dardum & Nurul SaAoadah, 2.
Teacher Preparedness and Professionalism Interviews reveal that the implementation of the At-Tibyan method at TAUD SaQU Ar-Raudah is supported by educators who have undergone formal training, although not all teachers received training directly from the central At-Tibyan Center.
Teachers are required to have strong proficiency in QurAoanic reading, mastery of tajwid, and skills in interacting with young children.
Continuous assessment is also conducted through direct observation of studentsAo qiraAoah abilities, allowing for timely intervention and support (Herman Taufik & Noor Baiti, 2022.
Dardum & Nurul SaAoadah, 2.
The readiness of the teaching staff is a crucial supporting factor.
Teachers act not only as instructors but also as motivators and facilitators, ensuring that children remain engaged and confident while learning QurAoanic Their role extends to providing encouragement, correcting pronunciation gently, and adapting teaching strategies to different learning styles and individual needs, as highlighted in early childhood pedagogical theory (Moh.
Roqib, 2.
Integration of Play and Learning A distinctive feature of the At-Tibyan implementation at TK TAUD SAQU Ar-Raudah is the integration of QurAoan learning with play-based activities.
The use of games and creative movement is designed to maintain childrenAos interest and motivation, aligning with the principle that learning at this age should be enjoyable, varied, and hands-on (Ajeng Rizki.
Darmadi, 2.
For example, the introduction of new hijaiyah letters is often accompanied by singing, clapping, and group activities that reinforce the learning objectives in a non-threatening, friendly environment (Ahmad Syarifuddin, 2.
The use of concrete teaching aidsAisuch as letter cards and lawhahAihelps children visualize the shapes and sounds of the Arabic letters, while repetition and group practice support auditory and kinesthetic learning.
This approach reflects contemporary best practice in QurAoanic pedagogy, which advocates for multisensory, interactive, and participative learning experiences (Abdurrahman Bakr, 1433 H.
Nata, 2.
Student Progress and Outcomes The implementation of the At-Tibyan method has led to marked improvements in childrenAos QurAoanic reading abilities.
Over the course of the semester, students demonstrate Implementation of the At-Tibyan (Tahajj.
Method in Improving Al-Quran Recitation in Kindergarten Syelvia Wulandari.
Noor Baiti.
Herman Taufik significant progress in recognizing hijaiyah letters, accurately pronouncing them, and applying basic tajwid rules.
Observational data indicate that students are able to transition from recognizing individual letters to spelling .
, then reading simple syllables, words, and eventually verses from the QurAoan (Hakmi Hidayat et al.
, 2024.
Ranti Nurdianti, 2.
ChildrenAos confidence in reading the QurAoan increases with practice and positive Many students exhibit enthusiasm, pride, and joy in their learning achievementsAian outcome that is particularly important in fostering a lifelong love for the QurAoan (Ahmad Syarifuddin, 2004.
Moh.
Roqib, 2.
The gradual and stepwise approach of At-Tibyan ensures that every child progresses at their own pace, reducing anxiety and allowing for differentiated instruction within the classroom (Dardum & Nurul SaAoadah, 2.
Despite its success, several challenges were observed throughout the research.
Not all teachers have yet received comprehensive training from the At-Tibyan Center, which may affect the uniformity and depth of implementation (Dardum & Nurul SaAoadah, 2.
Some children still require additional support, especially those with slower language development or limited exposure to Arabic at home.
Time constraints and variations in childrenAos learning speeds can also pose challenges for teachers in meeting all learning objectives within the allocated time (Ranti Nurdianti, 2.
In addition, the school still faces limitations in learning media and facilities.
While concrete tools such as letter cards and books are available, digital media or interactive audio-visual resources are not yet widely used, posing a limitation for children who could benefit from additional forms of stimulation (Ajeng Rizki, 2.
To address these challenges, the school implements regular teacher meetings for reflection and planning, sharing best practices, and discussing obstacles encountered in the Teachers also maintain close communication with parents, encouraging them to support QurAoanic learning at home through practice and positive reinforcement.
The involvement of the wider school community is key to ensuring the sustainability of AtTibyanAos success (Hidayat Syarif, 2013.
Dardum & Nurul SaAoadah, 2.
The At-Tibyan method at TK TAUD SAQU Ar-Raudah is continually evaluated and adapted to better suit the needs of its students.
The school is committed to ongoing improvement, exemplified by investment in teacher training, the development of supplementary materials, and the integration of feedback from both parents and educational supervisors (Amirul Hadi & Haryono, 1.
CONCLUSION
The Based on the results and findings presented, it can be concluded that the implementation of the At-Tibyan (Tahajj.
method in improving QurAoanic reading .
iraAoa.
at TK TAUD SaQU Ar-Raudah.
Marabahan is carried out through structured teaching that combines classical and individual approaches.
The learning process follows the At-Tibyan curriculum, adapted to the developmental stage of early childhood learners.
Instructional EDUJAVARE: International Journal of Educational Research content includes the recognition of hijaiyah letters, letters with vowel markings .
athah, kasrah, dhamma.
, natural elongation .
ad thabiAo.
, and tanwin .
The At-Tibyan method is applied through tahajji .
, where reading is taught by sounding out individual letters and gradually connecting them.
The process is supported by structured learning stages such as at-tahdir .
, at-tamkin .
, and almurojaah .
eview and repetitio.
, aimed at strengthening childrenAos ability to recognize and pronounce QurAoanic text.
Learning is conducted both classically, using teaching aids, and individually, using At-Tibyan books (Abdurrahman Bakr, 1433 H.
Dardum & Nurul SaAoadah.
The research demonstrates that the At-Tibyan method is relevant and effective for early childhood education, being easy to understand, systematic, and suited to the learning characteristics of young children.
Its application results in significant improvements in childrenAos ability to read the QurAoan, justifying its continued use and further development in QurAoanic education for young learners (Muhammad Iqbal Ansari, 2019.
Ranti Nurdianti, 2.
REFERENCES