Nazhruna: Jurnal Pendidikan Islam Vol.
7 Issue 1, 2024.
E-ISSN: 2614-8013
DOI: https://doi.
org/10.
31538/nzh.
Read and Write the QurAoan at MaAohad al-JamiAoah Policy Program.
Learning Impact, and Effectiveness Saifuddin Herlambang*1 Cucu2 Rahmap3 Institut Agama Islam Negeri Pontianak.
Indonesia1,2,3 Email: sayf.
herlambang@gmail.
com1 Cucu69nurjamilah@gmail.
com2, rahmap@iainptk.
Received: 17-11-2023 Revised: 23-01-2024 Accepted: 13-02-2024 Abstract This article discusses the reading and writing of the Qur'an policy program at Ma'had al-Jami'ah (College Student Boarding Schoo.
IAIN Pontianak.
This paper used a type of qualitative research with a phenomenological approach.
The author wants to see the effectiveness of implementing the Qur'an reading and writing policy that takes place among students.
The respondents or informants in this study are stakeholders of Ma'had al-Jami'ah IAIN Pontianak, be it the rector of IAIN Pontianak, mudir .
Ma'had al-Jami'ah, educators, and students.
Data is obtained through interviews, observations, documentation, and surveys.
Data collection through surveys complements interviews, observation, and documentation data.
The survey was conducted with all students living in Ma'had al-Jami'ah.
IAIN Pontianak.
The results of this study show that the policy of reading and writing the Qur'an in Ma'had al-Jami'ah IAIN Pontianak is still oral or Based on the analysis used by the author indicates that the implementation of reading and writing the Qur'an is quite effective based on the following indicators: .
program success, as evidenced by an increase in students who initially were in the red zone turning yellow and green.
The success of the target is reviewed from the initial filter through the Qur'an reading test in the red category.
Following the Qur'an, reading and writing programs are required to be right on .
Satisfaction with the program: the results of the 2022 student survey state that there is satisfaction with the reading and writing Qur'an program.
students' reports of the results of reading and writing the Quran prove the input and output levels.
Keywords: Effectiveness.
Learning.
Reading and Writing QurAoan.
College Student Boarding School.
Abstrak Penelitian ini membahas program kebijakan Baca Tulis QurAoan (BTQ) di MaAohad al-JamiAoah IAIN Pontianak.
Tulisan ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologis.
Dalam hal ini, penulis ingin melihat sejauh mana efektivitas pelaksanaan kebijakan Baca Tulis al-QurAoan yang berlangsung dalam pada mahasiswa.
Adapun yang menjadi responden atau informan dalam penelitian ini adalah para stakeholder MaAohad al-JamiAoah IAIN Pontianak baik itu rektor IAIN Pontianak.
Mudir .
MaAohad al-JamiAoah, pendidik, dan mahasiswa.
Data didapatkan melalui wawancara, observasi, dokumentasi, dan survey.
Pengumpulan data melalui survey dimaksudkan untuk melengkapi data wawancara, observasi, dan dokumentasi.
Survey dilakukan kepada seluruh mahasiswa yang tinggal di MaAohad al-JamiAoah IAIN Pontianak.
Alat yang digunakan dalam survey penelitian ini adalah angket dengan jawaban tertutup.
Hasil penelitian ini menunjukkan kebijakan BTQ MaAohad al-JamiAoah IAIN Pontianak masih bersifat lisan atau himbauan.
Penilaian pembelajaran yang dilaksanakan pada saat awal masuk program dan akhir program mahad.
Penilaian Awal masuk (Pretes.
yakni di saat mahasiswa melakukan test masuk untuk menentukan klasifikasi kemampuan mahasiswa, zona merah .
ajib Maha.
, zona kuning dan zona hijau .
idak wajib muki.
Kedua, pelaksanaan BTQ cukup efektif berdasarkan indikator: .
keberhasilan program yang dibuktikan adanya peningkatan pada mahasantri yang katagorinya merah berubah menjadi kuning dan hijau.
keberhasilan sasaran ditinjau dari filter awal melalui tes BTQ ketika yang katagori merah wajib untuk mukim sehingga tepat sasaran.
kepuasan terhadap program dari hasil survei mahasiswa 2022 menyatakan bahwa puas terhadap program BTQ.
tingkat input dan output dibuktikan dengan laporan BTQ mahasantri.
Kata Kunci: Efektivitas.
Pembelajaran.
Baca Tulis QurAoan.
MaAohad al-JamiAoah https://e-journal.
id/index.
php/NAZHRUNA/index Read and Write the QurAoan at MaAohad al-JamiAoah: Policy Program.
Learning Impact, and Effectiveness INTRODUCTION In 2014, the Secretary General of the Ministry of Religious Affairs instructed all State Islamic Religious Universities (PTKAIN) leaders to establish higher education (MaAohad alJamiAoah, then abbreviated as MA) on their respective campuses.
1 MaAohad Al-Jami'ah (MA) is a college dormitory based on Islamic boarding schools to strengthen students in the field of religious science.
MA as a transmission of the institutionalization of the scientific tradition of Pesantren (Islamic Boarding Schoo.
in the campus environment.
2 The function of organizing an MA is to strengthen the basics and insights of Islamic religion.
This pesantren College is an exciting area of study concerning campus policy because the general assumptions of the academic world, characterized by the ability of skills, reason, creativity, and science, offer solutions relevant to the dynamics of needs and developments of the times.
This Condition is relevant to the basis of religion, which is derived from beliefs and doctrines and provides principles for living life.
Of course, this policy is fundamental because it impacts building the Islamic scientific paradigm at state Islamic religious universities (PTKAIN).
So far, the study of the MA has been seen from three perspectives: first, in the study of education management in the MA.
4 Second, the implementation of religious moderation in the MA.
5 Third, the study of the Qur'an in MA.
6 The discussion about MA in Indonesia still focuses on the implementation of learning, and there is still little research that measures the effectiveness of learning in MA.
Therefore, this study complements previous research discussing MA by measuring the effectiveness of learning carried out for students.
This study conducted at MA IAIN Pontianak shows that there are still many students who are unable to read and write the Qur'an.
Based on student affairs data from the State Islamic Institute (IAIN) Pontianak, it is stated that 60% of students accepted by IAIN Pontianak are alumni of public 1 Fathor Rahman.
Muhammad Saiful Anam, and Ali Sodiq.
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3 Muhammad Mufid and Jainul Arifin.
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AoApplication Of The MaAohad Al-JamiAoah Program In Improving The Quality Of Reading The AlquranAo.
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AoTahfizh Al-QurAoan MaAohad Al JamiAoah Alumni Program Git in Al-QurAoan Literature in the City of SamarindaAo.
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21 | Nazhruna: Vol.
7 Issue 1, 2024 Saifuddin Herlambang.
Cucu & Rahmap While as many as 40% of IAIN Pontianak students are alumni of Islamic religious schools (Madrasah Aliya.
Thus, the background of students, the majority of whom come from public schools, is one of the factors in the low ability of IAIN Pontianak students to read and write the QurAoan (RWQ).
The authorAos observations show that students with general education backgrounds have never studied in-depth Islamic studies, including reading the QurAoan.
Although this is not a benchmark in the consideration of student admissions, as an Islamic university, this has an influence on the learning process at IAIN Pontianak.
Supposedly, students who have studied at IAIN Pontianak are already at the research stage, as the mission in the Statute is that IAIN Pontianak must develop scientific.
Islamic, and cultural studies of Borneo with a research base.
Moreover.
IAIN Pontianak, as a religious education institution, is envisioned by the institution to produce accomplished academics in Islamic studies.
However, this is contrary to the reality that occurs, which shows that there are still many graduates of IAIN Pontianak who have held a bachelorAos degree but are still not fluent in reading the QurAoan.
From this background.
IAIN Pontianak, through the RectorAos Decree Number 311 of 2021, initiated the MaAohad al-JamiAoah policy and fostered reading and writing the QurAoan for all students who fall into the red zone category.
As a quality acceleration process and center for the formation of tahsin and tahfiz al-QurAoan8.
This policy began with the class of 2021, after the selection of reading and writing the Quran for all students.
With the hope that there will be a graduation stance coming out of IAIN Pontianak that follows the vision, mission, and goals.
However, there needs to be a review of the policies that have been carried out to see the extent to which the effectiveness of these policies is to be implemented sustainably.
The contribution of this study is expected to provide essential notes in every process of implementing the learning process at MAAiimportant notes in every process of implementing the learning process at MaAohad al-JamiAoah (MA).
There are at least several reasons this study discusses reading and writing the QurAoan (RWQ) for IAIN Pontianak students.
First.
RWQ is the basic standard for graduates, who should be agents of change in society.
Second, effectiveness analysis is also essential as a measuring tool to evaluate sustainable policies (IAIN Pontiana.
The authorAos findings show a gap: students who have participated in the program are still not optimal in reading and writing the QurAoan.
This study is because there are supporting and inhibiting factors for implementing RWQ policies at MA IAIN Pontianak.
Then, students who have passed the process of fostering QurAoan learning and munaqosah .
ssessment of student ability at the end of learning the QurAoa.
have not shown a significant increase in quality from the total number of IAIN Pontianak students, especially the class of 7 Permenag Nomor 51 Tahun 2015.
Statuta Institut Agama Islam Negeri Pontianak.
,5.
8 Tahsin is the process of learning to read the QurAoan, while Tahfiz is the process of memorizing the QurAoan.
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Learning Impact, and Effectiveness RESEARCH METHODS This research took place in MaAohad al-JamiAoah (MA) at IAIN Pontianak.
The selection of MaAohad al-JamiAoah IAIN Pontianak was based on several reasons: First.
MaAohad al-JamiAoah IAIN Pontianak is the only one under the auspices of the Ministry of Religious Affairs in West Kalimantan.
Second, the background of IAIN Pontianak students, the majority of whom graduated from public schools.
The type of research in this paper uses a phenomenological 9 The phenomenological approach chosen aims to explore in depth the RWQ program in (MA) IAIN Pontianak.
West Kalimantan.
In this case, the author wants to see the extent of the effectiveness of RWQ policy implementation among students.
The respondents or informants in this study are stakeholders of MA IAIN Pontianak, be it the rector of IAIN Pontianak, mudir .
MA, educators, and students.
To obtain the data, the author used participant observation by following the RWQ program process at MA IAIN Pontianak.
In making this observation, the author recorded every finding obtained and coded it systematically at MA IAIN Pontianak.
At this stage, the author observes educators providing materials and learning methods carried out in the RWQ program at MA IAIN Pontianak.
At this data collection stage, the author conducted interviews with directors, educators, and students at MA IAIN Pontianak.
In this interview technique, the author uses in-depth interviews.
In collecting data, the author also uses documentation, namely documents related to MA IAIN Pontianak.
The documents collected are letters, notes, articles, photos, guidebooks, and the administration of MA IAIN Pontianak.
Finally, the author also surveyed this data collection intended to complement interviews, observations, and documentation data.
The survey was conducted with all students living at MA IAIN Pontianak.
The tool used in this research survey is a questionnaire with closed answers.
The steps in the analysis of this research data are: first, all data obtained through observation and interviews is verified by informants and reduced by simplifying the data.
Second, the data have been categorized to support the authorAos hypothesis.
Third, the data are arranged in a separate form according to the research question.
Fourth, every piece of data collected is combined into one to be verified, both from observations, interviews, and documentation related to the implementation of reading and writing the QurAoan at MA IAIN Pontianak.
Fifth, the data are presented according to the research question and analyzed with effectiveness theory to answer the research question.
Sixth, the theory used was then analyzed following the data findings, especially the practice of reading and writing the QurAoan at MA IAIN Pontianak.
The data that the author presents as valid and reliable requires testing for In this case, the authors did so using triangulation, an extension of the research period, and discussion with the research team.
Triangulation is carried out by checking and comparing data obtained by the research team.
In this study, the triangulation process uses two methods:
triangulation of data sources and triangulation of techniques.
9 Shahid N Khan.
AoQualitative Research Method - PhenomenologyAo.
Asian Social Science 10, no.
October 2.
, https://doi.
org/10.
5539/ass.
10 Babatunde Femi Akinyode and Tareef Hayat Khan.
AoStep by Step Approach for Qualitative Data AnalysisAo.
International Journal Built Environment Sustainability .
September 23 | Nazhruna: Vol.
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Cucu & Rahmap
RESULTS AND DISCUSSION
Results Learning Process at MaAohad al-JamiAoah IAIN Pontianak In the learning process that took place at MA IAIN Pontianak, there was a semester learning plan as a guide in the implementation of RWQ program activities, languages (English and Arabi.
, and taklim al-afkar.
In RWQ and language learning, learning activities are carried out every Monday to Friday after dawn and maghrib prayers.
The semester learning plan contained in the curriculum appendix contains the main materials that must be delivered in the learning process.
While taklim Al-Afkar, learning activities that have similarities to lecture activities in general, namely as many as 12 meetings every semester with a total of 24 meetings for 2 semesters, learning is carried out from 8 to 9 p.
While the RWQ and tahfiz process in MA consists of two kinds of activities, namely:
RWQ classes and intensive mentoring.
In BTQ classes, learning activities are carried out after dawn and maghrib prayers.
In addition, musyrif .
he mento.
conducts attendance absences for At this stage, musryif teaches material and guidance to each student.
Meanwhile, students prepare the Quran and notebooks to support RWQAos guidance.
After musyrif delivered the material, the students then practiced reading the QurAoan in front of the musyrif.
MaAohad al-JamiAoah educators give the book Muraqabah Yaumiyyah, and students choose their own time to recite it in front of musyrifs .
After the students finish reading the QurAoan in front of the musyrif .
, then the musyrif gives notes to students related to the results of reading the QurAoan.
When the musyrif has given notes and input to the students, then the musyrif asks questions about the law of tajweed.
Based on the findings of the author, it shows that the learning process activities at MA IAIN Pontianak are not only limited to reading and writing al-QurAoan (RWQ) and Tahfiz but several other activities.
The activities at MaAohad alJamiAoah IAIN Pontianak are as follows:
Table 1.
Activities at MaAohad al-JamiAoah IAIN Pontianak Name of activity Taklim Akidah Taklim Akhlak TaklimTathbiqu Ibadah (Fiq.
Taklim Khidmatul Mujtamai Implementation Students gather in class 10 minutes before the activity Musyrif opened the activity with greetings, followed by prayers.
Musyrif submits the attendance list to be signed by the student as a sign of attendance.
Musyrif gives directions for approximately 5 minutes about the material to be practiced.
Students practice, supervised by each musyrif.
After completing the lesson, the musyrif gives time to all students to consult about the material that has been delivered.
Musyrif fills in the teacherAos journal and teaching materials as Musyrif closed the activity process by reading hamdalah and praying.
Source: MaAohad al-JamiAoah Curriculum 2023 https://doi.
org/10.
11113/ijbes.
Monica Gonzalez.
AoThe Coding Manual for Qualitative Research: A ReviewAo.
The Qualitative Report, 28 August 2016, https://doi.
org/10.
46743/2160-3715/2016.
11 Moch.
Riza Fahmi.
AoKurikulum MaAohad al-JamiAoahAo (IAIN Pontianak, 2.
12 Berdasarkan hasil wawancara kepada Musrif .
Oktober 2023.
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7 Issue 1, 2024 Read and Write the QurAoan at MaAohad al-JamiAoah: Policy Program.
Learning Impact, and Effectiveness The Impact of Learning in MaAohad al-JamiAoah for Students Based on the results of the interview, the purpose of students when studying at MA IAIN Pontianak is to strengthen religious knowledge.
In addition, several students expressed different reasons, such as making it easier for parents of students.
They did not need to find a place to live at the beginning of college because they still did not understand the situation and conditions in Pontianak.
Through programs and policies on learning at MA IAIN Pontianak, students feel that the programs provided are useful to them.
Students are also required to take part in reading Surah Yasin and Tahsin al-QiroAoah.
This activity is also added to memorization activities for students who can read the QurAoan with This memorization process was also guided by musyrif at MA IAIN Pontianak.
13 Based on the results of the authorAos interview with students, it shows that while at MA IAIN.
Pontianak has an impact on students both socially, academically, and religiously.
This is evidenced by the authorAos survey of some students regarding the impact of staying at MA, as Social Academic Religious Figure 1.
The Impact of MaAoad al-JamiAoah for Students The results of the survey conducted by the author show that there are three impacts on students during their stay in MaAohad al-JamiAoah, namely, academic, religious, and social.
The indicator in academics is that students feel that the material provided by the MA contributes to the academic realm on campus.
Students feel that there is a correlation between the material provided and the material during lectures on campus, especially in the field of religious sciences.
While in religion, students feel that during the one-year program at MA they feel an increase in Although this indicator of religiosity is difficult to measure, the logical arguments of students show that at least during the MA program, the majority perform congregational prayers, tadarus .
eading the QurAoan togethe.
, tahajud prayers, and other religious activities.
The programs and policies implemented can certainly increase student religiosity due to the integration of aspects of worship in all materials, both religious and public.
Finally, integration into the MA program IAIN Pontianak has a program that applies religiosity, discipline, character or morality, social, and so on.
Finally, for students at the social level, namely during their stay at MA IAIN Pontianak, students have friends or social relations that are diverse 13 Saifuddin Herlambang.
AoImplementation of the Mandatory Policy of MaAohad Al-JamiAoah and Strengthening the Interpretation of the Quran in New StudentsAo.
Millati: Journal of Islamic Studies and Humanities 8, no.
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18326/mlt.
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Cucu & Rahmap both ethnically and from different regional backgrounds.
For students, encounters while in MA are very useful, especially in building tolerance or mutual respect.
Moreover, differences in culture, ethnicity, and regional origin make students know and respect each other.
The mutual tolerance manifested by students is a social capital for building a multicultural culture in MaAohad al-JamiAoah.
IAIN Pontianak.
15 In addition, a culture that reflects character values such as discipline, critical thinking, courtesy, and tolerance certainly affects students in conducting social interactions.
This multicultural culture has a very broad scope, generally including ritual activities, expectations, socio-cultural relations, demographic aspects, curricular activities, extracurricular activities, decision-making processes, policies, and social interactions between components at MaAohad al-JamiAoah IAIN Pontianak.
Implementation of a Reading and Writing QurAoan (RWQ) Program for Students The RWQ program from the rector of IAIN Pontianak is still oral or appealing, and new students whose RWQ assessment is included in the red zone are required to stay in MA for one Meanwhile, those in the yellow zone category may choose to stay in MA.
While the green zone category is not recommended for staying in MA.
New students in the red, yellow, and green categories are required to deposit RWQ to musyrif .
he male mento.
or musyrifah .
he female mento.
80 times in two semesters to get an RWQ certificate as a prerequisite for the thesis proposal seminar.
In addition.
MA IAIN PontianakAos policy towards the RWQ program has not been in the form of a written curriculum.
The RWQ program is still oral or agreed upon by the MA management.
The implementation process is carried out after dawn prayers until 6 , then after magrib prayers until isha prayers, which are guided directly by musrif and musrifah The RWQ program at MA IAIN Pontianak is held at the beginning of the semester for new students, starting with a pre-test to determine the group of each individual.
After the program is completed, students will take a post-test.
The initial assessment .
re-tes.
is when students enter the test to determine the classification of their abilities into the red zone, yellow 14 David Lundie.
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Learning Impact, and Effectiveness zone, and green zone.
Assessment during the learning process .
iddle-tes.
, which is assessment during the process of learning activities.
The end of the MA program .
ost-tes.
, which is a learning assessment with the holding of a munaqosah exam .
ssessment of student ability at the end of learning the QurAoa.
at the end of the IAIN Pontianak MA program.
In the implementation of new student admissions, there are several pre-test assessment instruments for the selection of new students.
The new student admission assessment instruments are as Table 2.
The New Student Admission Instrument pre-test 17 Fluency Makhraj Tajweed Write The student assessment instrument will be categorized into three zones.
First, the green zone is for students who get a score of 81Ae100 and are categorized as being able to read the QurAoan.
Second, the yellow zone is the weight of scores from 51 to 80 in the QurAoan reading The third is the red zone, that is, students who get scores below 50.
18 In one week, students are required to test the recitation of the QurAoan to musyrifs .
in as many as two meetings.
In one month, it is mandatory to deposit eight times.
For one year, students are required to deposit 80 times in the RWQ program.
After students carry out the MA program in two semesters, the MA is required to take a munaqosah exam .
ssessment of student ability at the end of learning the QurAoa.
post-test.
As for the assessment in the implementation of the post-test munaqosah, students must get a score of 75 to be declared pass in the RWQ program.
In the munaqosah assessment instrument exam, there are several indicators, as follows:
Fluency Table 3.
Instrument Munaqoasah post-tes Makhraj Tajweed Write As for the process of implementing the RWQ program, there are several materials given to students.
The materials provided by musyrifs .
to students in the RWQ program are as follows:
Table 4.
Material for reading and writing the QurAoan Learning Materials Achievement Indicator Students master the pronunciation of Makharijul hijaiyah letters from AOA-AA hijaiyah letters from AOA-AA Izhar.
Idghom.
Iqlab.
Ikhfa Students master the law of reading Nun Mati and Tanwin meet Hijaiyyah letters.
Idhar Syafawi.
Ikhfa Syafawi.
Idghom Mimi Students master the law of Mim Sukun Mad FarAoi Students master the law of Mad FarAoi Qalqolah Students master the law of reading Qalqolah 17 Fahmi.
AoKurikulum MaAohad al-JamiAoahAo.
,44.
18 Fahmi.
,44.
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Cucu & Rahmap Types of Waqaf Students master the punctuation of waqaf in the QurAoan.
Idghom mutamats ilain.
Idghom mutajanis ain.
Students master the law of Idghom.
Idghom mutaqorri bain Ro and Lam Tafkhim and Ro and Lam Students master the law of Ro and Lam Tarkik Tafkhim and Ro and Lam Tarkik Saktah.
Isymam.
Tashil.
Naql.
Imalah Students master ghorib recitation in the QurAoan.
Source: MaAohad al-JamiAoah IAIN Pontianak Discussion The effectiveness of the implementation of reading and writing the Qur'an in students Based on the findings of the author, shows that the implementation of RWQ at MA IAIN Pontianak is quite effective but needs to be improved again, both in terms of policy and The research team stated that it was quite effective, as Campbell J.
effectiveness measurement theory consisted of five indicators, namely:
Program Success The success of the program is evidenced by an increase in students who are in the red zone turning yellow and green.
Based on data at the beginning of the pre-test, students who were included in the red color category were 23% of the total IAIN Pontianak students.
The data obtained by the author is as follows:
Red Zone Green Zone Yellow Zone Figure 2.
RWQ pre-test results of new students The data shows that in the pre-test on new student admissions, as many as 46% of students are classified as green zones.
This shows that as many as 46% of students get scores from 81 to 100, which is an indicator that new students at IAIN Pontianak can read the QurAoan.
As many as 31% of IAIN Pontianak students fall into the yellow zone category, which means that these students get scores of 51Ae80 and are required to live in the MaAohad al-JamiAoah IAIN Pontianak dormitory.
As for the red zone category, students who could not read the QurAoan were found to be as many as 23% with scores below 50.
This student is required to live in the MA IAIN Pontianak dormitory.
After the implementation of the RWQ program by the MA 19 Abdul Kadir Ahmad and LisaAodiyah MaAorifataini.
AoThe Effectiveness of Training in The Work Area and Its Influence on The Competence of Educators and Education PersonnelAo.
Penamas 36, no.
June 2.
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org/10.
31330/penamas.
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Learning Impact, and Effectiveness IAIN Pontianak for one year, there was an increase in students who could read the QurAoan.
The success of this RWQ program is based on the following data:
Yellow Zone Green Zone Figure 3.
Munaqosah post-test results The data shows that when the post-test is carried out and for one year students participate in the RWQ program at MA IAIN Pontianak, there is an increase in the ability to read and write the QurAoan in students.
From the previous students, only 46% to 65% were in the green zone.
Likewise, in the yellow zone, which was previously only 31% after a post-test, it became 35%.
There were no students who entered the red zone after participating in activities for one year.
this indicates the success of the RWQ program at MaAohad al-JamiAoah IAIN Pontianak.
According to Campbell J.
, program effectiveness can be carried out with operational maturity in carrying out work programs under previously set objectives.
The success of the program can be seen in the process and mechanism of an activity carried out in the field.
20 The success of the RWQ program is inseparable from the role of the mudir .
of MA IAIN Pontianak as a supervisor in all fields of education, namely in the field of education, curriculum, implementation of learning, and evaluating the RWQ program.
21 The success of the RWQ program is very important, especially for students after completing their undergraduate education at IAIN Pontianak to compete in a competitive world.
In this case.
MA IAIN Pontianak must maintain the success of the program in RWQ learning.
Target Success The success of the target is seen from the initial filter through the BTQ test when redcategory students are required to take part in the RWQ program for one year.
In addition, the success of the target is a measurement of effectiveness in terms of achieving the goal, whereas the success of MA is in maintaining the target.
23 Therefore, the assessment of effectiveness must 20 Yopy E.
Haekase.
Nursalam Nursalam, and Hendrik Toda.
AoThe Effectiveness Village-Owned Enterprises (BUMDe.
Sehati in Nekmese Village Amarasi Sub-District.
South Kupang RegencyAo.
Journal of Sustainable Tourism and Entrepreneurship 1, no.
December 2.
: 217Ae30, https://doi.
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35912/joste.
21 Chairunnisa Amelia et al.
AoThe PrincipalAos Role as Education Supervisor in Improving Teacher ProfessionalismAo.
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 7, no.
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22 Seyed Hamid Hashemi Petrudi.
Hamidreza Ghomi, and Mohsen Mazaheriasad.
AoAn Integrated Fuzzy Delphi and Best Worst Method (BWM) for Performance Measurement in Higher EducationAo.
Decision Analytics Journal 4 (September 2.
100121, https://doi.
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23 Tri Wibowo and Aziz Kurniawan.
AoStrengthening Wasathiyyah Islamic Values in the Perspective of Education in MadrasahAo.
MUDARRISA: Jurnal Kajian Pendidikan Islam 15, no.
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Achmad Nadif.
Juli Amaliya Nusucha, and Ainur Rofiq.
AoThe Concept of Soft 29 | Nazhruna: Vol.
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Cucu & Rahmap be related to the problem of goals and objectives.
24 Effectiveness can be measured by the level of targets in IAIN PontianakAos programs and policies to achieve the goals that have been targeted by the institution.
25 Based on the results of interviews with Mudir .
MA IAIN Pontianak, the RWQ program has succeeded in implementing its program for students.
The interview regarding the success of the RWQ program is as follows:
AuI think it has been quite successful to prove that there is a change for the better.
The indicator is a certificate of passing the given exam.
in my opinion, it is because it has gone through the test at the beginning.
So that those who are guided are students who are still red and yellow.
Quite satisfying and maximal, there are significant changes.
Starting with an RWQ test for all new students and involving IAIN lecturers as the assessment team.
If the value is 50 or below, it means entering the red category, 51Ae70 entering the yellow category, and 71Ae100 entering the green The Red Category is obliged to reside in MaAohad, while the Yellow and Green Categories can choose to reside or not if there is still a quota availableAy.
There are at least several success factors for the RWQ program targets at MA IAIN Pontianak.
First, the manager of MaAohad al-JamiAoah was able to map the reading and writing of the QurAoan of students at the beginning of the MaAohad al-JamiAoah entrance test.
This provides benefits to IAIN Pontianak in running campus programs, especially study programs, to find out the extent of studentsAo ability to read and write the QurAoan.
Moreover, all study programs at IAIN Pontianak require student thesis exams to be able to read and write the QurAoan.
27 In addition.
MA also helps IAIN Pontianak programs so that students, when they graduate, can read and write the QurAoan.
Second, in conducting the test, the MA IAIN Pontianak involves lecturers in conducting RWQ tests on students.
28 Third, there is a significant change in the abilities of students after one year of the RWQ program.
Fourth, there is a semester learning plan for the implementation of the RWQ program, which is the basis for musyrif .
in conducting intensive mentoring to students.
Fifth, there are learning methods such as lectures, questions and answers, demonstrations, and assignments.
This also helps in the success of students in improving RWQ skills.
Sixth, there is an evaluation in the form of a post-test to Skills Teacher Islamic Education Studies The Book AoIeat Al-NasyiAon By Sheikh Musthafa Al GhalayaniAo.
Dirasah International Journal of Islamic Studies 1, no.
October 2.
: 102Ae10, https://doi.
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59373/drs.
24 Atikah Markhamah Ayyusufi.
Ari Anshori, and Muthoifin Muthoifin.
AoEvaluation of The CIPP Model on The Tahfidz Program in Islamic Boarding SchoolsAo.
Nazhruna: Jurnal Pendidikan Islam 5, no.
May 2.
: 466Ae84, https://doi.
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31538/nzh.
25 Chen Kim Lim et al.
AoSystematic Review of Education Sustainable Development in Higher Education InstitutionsAo.
Sustainability 14, no.
October 2.
: 13241, https://doi.
org/10.
3390/su142013241.
Abolghasem Naderi.
AoEfficiency Measurement of Higher Education Units Using Multilevel Frontier AnalysisAo.
Journal of Productivity Analysis 57, no.
1 (February 2.
: 79Ae92, https://doi.
org/10.
1007/s11123-021-00621-0.
26 Based on the results of an interview with the mudir .
of MaAohad al-JamiAoah IAIN Pontianak.
Dr.
Riza Fahmi.
October 2023.
27 Badrudin Badrudin et al.
AoThe Implementation of Pesantren Financing Based on Agribusiness Social EntrepreneursAo.
Jurnal Ilmiah Peuradeun 9, no.
January 2.
: 17Ae38, https://doi.
org/10.
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28 Syamsuar Syamsuar et al.
AoSettlement of Islamic Sharia Violations in the Perspective of Teungku Dayah and Local Wisdom Values on the West Coast of AcehAo.
Jurnal Ilmiah Peuradeun 11, no.
September 2.
: 985Ae1004, https://doi.
org/10.
26811/peuradeun.
Siti NaAoilul Hidayah and Ashif Az-zafi.
AoThe Role Of The Religious Laboratory In Improving Students AoUnderstanding Of Fiqh LessonsAo.
Tafkir: Interdisciplinary Journal of Islamic Education 2, no.
July 2.
157Ae74, https://doi.
org/10.
31538/tijie.
30 | Nazhruna: Vol.
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Learning Impact, and Effectiveness measure the extent of student ability after one year of participating in the RWQ program.
Seventh, there is a certificate of completion given to students during the IAIN Pontianak MA Figure 4.
Certificate of completion of MaAohad al-JamiAoah IAIN Pontianak In addition, the author, in measuring the effectiveness of the success of the target, also surveyed with students.
Based on the survey results, the majority of students revealed that it was quite achieved.
The data found related to the effectiveness of the target for students as Figure 5.
Survey the effectiveness of target success The success of the targets in the RWQ MaAohad al-JamiAoah IAIN Pontianak program is viewed from the point of view of achieving goals by centralizing policy programs through the vision and mission of MaAohad al-JamiAoah on the output aspect.
30 The mission that leads to the RWQ program is MA IAIN Pontianak FFdzka center for student development in the field of 29 Duong Huu Tong.
Bui Phuong Uyen, and Lu Kim Ngan.
AoThe Effectiveness of Blended Learning on StudentsAo Academic Achievement.
Self-Study Skills and Learning Attitudes: A Quasi-Experiment Study in Teaching the Conventions for Coordinates in the PlaneAo.
Heliyon 8, no.
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: e12657, https://doi.
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30 Yuli Supriani et al.
AoThe Process of Curriculum Innovation: Dimensions.
Models.
Stages, and Affecting FactorsAo.
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Cucu & Rahmap tahsin al-QurAoan.
While in its mission, there is the first point, namely, organizing the tahsin and tahfiz programs of the QurAoan Satisfaction with the Program The author's findings related to satisfaction with the RWQ MA IAIN Pontianak program found that student satisfaction with the services provided during the RWQ program for one Based on the results of an interview with the director of MA IAIN Pontianak, although the RWQ program does not have written rules from the rector, the implementation carried out has followed the curriculum procedures of MA and the MA implementation module at the State Islamic Religious College (PTKAIN).
31 In measuring the success of this RWQ program, the author surveyed students to measure the extent of student satisfaction with the RWQ program held by MA.
The survey results related to the success of the RWQ program are as follows:
very satisfactory less than Figure 6.
Student satisfaction with RWQ program.
Based on the survey results, it show that as many as 40% of students consider the RWQ program conducted by MA IAIN Pontianak very satisfactory, 50% quite satisfactory, and 10% of students consider it less than satisfactory.
Thus, the majority of students in MA consider the RWQ program to be satisfactory in both the objectives, materials, methods, and evaluation of RWQ learning carried out by musyrif .
ale mentor.
and musyrifah .
emale mentor.
Input and Output Levels The effectiveness of input and output levels in the RWQ program at MA IAIN Pontianak can be seen in the comparison between students in the red, yellow, and green zone categories in the pre-test and post-test.
Based on data from MA IAIN Pontianak shows that it has been efficient because the output is greater, with indicators of an increase in students who fall into the green and yellow zone categories.
Meanwhile, the post-test results did not find students who were included in the red zone category.
This level of input and output can be used as a benchmark for the success of the RWQ program for one year in improving studentsAo RWQ Related input and output data can be seen based on the input and output data of students participating in the RWQ program at MA IAIN Pontianak as follows:
31 Based on the results of an interview with the mudir .
of MaAohad al-JamiAoah IAIN Pontianak.
Dr.
Riza Fahmi.
October 2023.
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Learning Impact, and Effectiveness Figure 7.
Student scores based on the RWQ pre-test Based on these data, it shows that at the time of the pre-test, as many as 27% of students were included in the red zone, which means that in this zone they scored below 50.
As many as 43% of students in the pre-test get a score of 51Ae80, and 30% of students get a score of 81Ae After participating in the RWQ program and holding a post-test at the end of the year, this success is inseparable from the objectives, materials, methods, and evaluations carried out by the MA IAIN Pontianak.
Based on the data, it shows that there is an increase in the ability of students in RWQ, which is confirmed based on the following data:
Figure 8.
Student scores based on the RWQ post-test In addition to presenting data from MA IAIN Pontianak, the author also surveyed with students to measure the extent of their views on the effectiveness of inputs and outputs during one year of the RWQ program.
The survey results obtained by the author are as follows:
not good very good quite qood Figure 9.
Student survey of RWQ program inputs and outputs 33 | Nazhruna: Vol.
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Cucu & Rahmap Based on these data, it shows that as many as 75% of students who take part in the RWQ program consider the input and output process quite good.
As many as 17% of students consider it very good, and 8% consider it not good.
Some student indicators consider the implementation of RWQ to be poor because there are several problems, such as the fact that the number of mentors .
is not proportional to the number of students, inadequate facilities, and the fact that there are still many students who are considered to be in the red zone during the pre-test but are included in the yellow zone.
Achievement of Overall Goals Based on the results of the data, it show indicators of the success of the overall goal in the implementation of RWQ at MA IAIN Pontianak.
Through the theory of achieving the overall goal of measuring the success rate of the RWQ program under the objectives of the MA in the second point, namely, improving studentsAo ability to read, write, and memorize the QurAoan.
The success of the RWQ program is proven by the MA manager having a curriculum in the implementation carried out on students.
Furthermore, the musyrif .
implements the learning process both in delivering material and methods and in evaluating the abilities of students in the RWQ program.
In this case, the author also conducted a survey related to studentsAo views on achieving overall goals in the implementation of the RWQ program.
The results of the survey conducted are as follows:
Figure 10.
Student Survey on achievement of overall goals Based on these data, it shows that as many as 25% of students consider the overall goal very achievable.
In addition, as many as 67% are quite achieved, and 8% are less achieved.
Thus, the majority of students assume that the overarching goal has been achieved.
Based on the results of interviews and observations, the author shows the achievement of overall goals because, in the process of implementing RWQ for one year, operational skills were carried out by the MA IAIN Pontianak.
The achievement of the overall objectives of the RWQ program 32 Choirul Mahfud et al.
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Muhammad Nawawi Fathullah et al.
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34 | Nazhruna: Vol.
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Learning Impact, and Effectiveness includes components related to program success levels, success targets, satisfaction with the program, and input and output levels.
CONCLUSION
The findings of this research are as follows: First, the form of RWQ policy at MA IAIN Pontianak is still oral or an appeal from the rector.
The initial entrance assessment .
re-tes.
is when students take an entrance test to determine the classification of student abilities, consisting of red zones .
equired to participate in the progra.
, yellow zones, and green zones .
ot required to participate in the progra.
Assessment occurs during the learning process .
iddle tes.
, which is assessment during the learning activity process.
At the end of the MA program .
ost-tes.
, conduct a learning assessment by holding a munaqosah exam .
valuating student ability at the end of learning the QurAoa.
Second, the implementation of RWQ is quite effective based on the analysis of effectiveness measurement theory, namely, .
program success, which is proven by an increase in students who initially entered the red zone turning yellow and green.
The success target is reviewed from the initial filter through the RWQ test when the red category is mandatory for settlement so that it is right on target.
The results of the 2022 student survey state that there is satisfaction with the RWQ program.
RWQ reports proving input and output levels.
This study has limitations, especially in analyzing the effectiveness of programs at MA IAIN Pontianak by only analyzing RWQ programs.
Therefore, further research is expected to examine other programs at MA IAIN Pontianak and State Islamic Religious Universities (PTKAIN) in Indonesia.
In addition, the author also provides recommendations to IAIN Pontianak to make changes related to the status of the RWQ program into written regulations.
ACKNOWLEDGMENTS
We would like to thank the rector of IAIN Pontianak and the head of LP2M IAIN Pontianak and their staff, as well as the Ministry of Religious Affairs, for funding this research in 2023.
REFERENCES