Jurnal Asy-Syukriyyah Vol.
26 | Nomor 2 | Juli Ae Desember 2025
P-ISSN 1693-136X
E-ISSN 2715-6753
DOI : https://doi.
org/10.
36769/asy.
STRATEGIES FOR STRENGTHENING THE PROFESIONAL
COMPETENCES OF QURAoAN TEACHERS IN DIGITAL ERA Wahyudi Universitas Nahdlatul Ulama Surakata wahyudiabdurrahman@gmail.
Dardiri Hasyim Universitas Nahdlatul Ulama Surakarta hasyim@uni.
Abstract: This study aims to describe the role of teacher competency education in reading and memorizing the Qur'an and its contribution to improving the quality of students' recitation and This competency education directly correlates with teacher professionalism, which plays a crucial role in the success of the learning process.
Using a qualitative approach through literature review, this study finds that professional teachers can motivate students to focus on learning to read and memorize the Qur'an.
Teacher professionalism contributes to studentsAo recitation accuracy, memorization ability, mastery of tajwid, and mental resilience in studying the QurAoan.
The findings affirm that strengthening the competence of tahfidz teachers is key to the success of QurAoanic learning programs.
This competence development is essential in preserving the QurAoanic heritage and forming a QurAoanic generation.
Keywords: Teacher Competency Education.
Teacher Professionalism.
Recitation.
PENDAHULUAN
Qur'anic education constitutes a fundamental aspect in shaping students' religiosity within Muslim societies.
Learning the Qur'an plays a crucial role in forming individual character and morals.
As devout Muslims, it is imperative to integrate the Qur'an as a central part of daily According to Quraish Shihab, the QurAoan serves as a guidebook that offers direction for Muslims towards happiness in both worldly and afterlife affairs.
Thus, introducing the Qur'an to children from an early age is essential.
The family environment acts as the primary channel in raising children to become Qur'anic individuals.
Parental love for the QurAoan is often reflected in their childrenAos behavior.
In teaching the QurAoan, parents are supported by teachers specialized in Qur'anic reading and 1 These educators serve as pivotal agents in stimulating studentsAo interest in deepening their Qur'anic knowledge.
The success of QurAoanic education programs hinges on the professionalism of teachers in guiding and directing students in their learning journey.
The Sholeh.
, & Suhendi.
Pola Asuh Orang Tua Membentuk Anak Cinta Al-Qur'an melalui Hafalan Al-Quran Sejak Usia Dini.
Aulad: Journal on Early Childhood, 4.
, 53-58.
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36769/asy.
role of teachersAithrough mastery of content and diverse teaching methodsAican significantly enhance students' Qur'anic reading and memorization.
2 UU No.
14 of 2005 concerning Teachers and Lecturers states that a profession is a type of occupation requiring expertise, skills, and proficiency that meets established standards and quality, necessitating professional education.
Teacher professionalism includes mastery of subject matter such as tajwid, psychological approaches, the ability to implement varied instructional strategies, and the ability to motivate students.
In the Islamic context, teacher professionalism also encompasses virtues like patience, sincerity, and empathy.
3 Professional teacher competencies offer proper guidance for students in overcoming learning challenges, making tactical competence a key success factor in QurAoanic education.
A professional teacher is expected to move beyond conventional methods and be innovative in stimulating students' learning enthusiasm.
In the context of the Industry 5.
0 era, teachers are also expected to adapt to technological Integrating technology into modern Qur'anic instruction adds significant value.
digital tools and applications can enhance students' learning experiences.
4 Technology can support Qur'anic education through tools such as animation for correct pronunciation or PowerPoint presentations to deliver tajwid material.
Thus, integrating education with technology is no longer supplementary but rather a critical part of strengthening teachersAo competencies in the digital age.
This aligns with the demands of modern times, requiring teachers to be creative and adaptive in utilizing technological developments for engaging and effective learning processes.
Given the importance of professional QurAoan teachers in improving student recitation and memorization, professional development programs for QurAoanic reading and memorization teachers are necessary.
However, based on the researcher's findings, such professional competency training remains insufficient.
This gap must become a focal point for policymakers.
Providing prophetic training for QurAoan teachers is essential to achieving high-quality QurAoanic education, which also demands the development of human resources.
5 A renewed framework 2 Sihombing.
, & Hakim.
Profesionalitas Guru dalam Meningkatkan Kemampuan Membaca AlQurAoan Peserta Didik Di MTsN 1 Kota Sungai Penuh Kerinci.
At-Tarbiyah: Jurnal Pendidikan Islam, 11.
, 7492.
Yumawan.
, & Anwar.
Profesionalisme Guru Menurut Perspektif Al Quran Dan Al Hadist.
Basha'ir: Jurnal Studi Al-Qur'an dan Tafsir, 2.
, 29-37.
Ansori.
Rohmatulloh.
Sudrajat.
Am.
, & Utami.
Digital Innovation in Pesantren Education: Prediction to Welcome Global Islam Awakening.
Nazhruna: Jurnal Pendidikan Islam, 5.
, 645-661.
Basuki, sutrisno , 2017 menejemen sumberdaya manusia, jakarta: Penerbit KENCANA Jurnal Asy-Syukriyyah Vol.
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36769/asy.
is necessary to enhance the quality of QurAoanic teachers so they become truly professional educators with vision, goals, and competencies aligned with Islamic teachings.
6 Ultimately, through teacher professionalism, students will be better equipped in both reading and memorizing the Qur'an.
One of the key factors contributing to the low quality of Qur'anic education is the insufficient teaching competence of instructors.
Teachers often face obstacles such as monotonous instructional methods, limited access to formal training, and a lack of standardized learning guidelines.
7 The increasing complexity of modern educationAireaching into the psychological dimensions of each studentAihas prompted the researcher to undertake this study.
Moreover, the widespread integration of technology into the education sector demands adequate preparation on the part of educators.
Therefore, the researcher aims to contribute to the development of Qur'anic education in Indonesia by offering a critical analysis of strategies for strengthening the competencies of teachers in Qur'anic reading and memorization.
METHODE
This study employed a library research method as the primary approach.
8 This approach involves a comprehensive analysis and synthesis of relevant literature to gain in-depth insights into teacher professionalism in improving the quality of QurAoanic recitation and The methodology encompasses a structured and detailed examination of highquality literature within the field.
The initial step in the research involved identifying and collecting scholarly materials, including peer-reviewed journal articles indexed by SINTA and Scopus, academic texts, and other publications that discuss various aspects of teacher Data collection was conducted systematically through online databases, libraries, and other accessible sources.
The snowball sampling technique was also applied to discover additional references through the citation lists of relevant literature.
9 Once the data were Nata.
Ilmu Pendidikan Islam.
Jakarta: Prenada Media Group 7Rahawarin.
Yunus.
Learning of Islamic Religious Education Through Al-Ishlah Wa At-Tagyir Method in Realizing Student's Goodness.
International Journal, 5.
, 581-590.
8 Zed.
Metode penelitian kepustakaan.
Yayasan Pustaka Obor Indonesia.
9 Sugiyono.
Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.
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36769/asy.
gathered, a structured analysis was carried out.
The collected literature was categorized according to key themes, such as teacher competence, instructional methods, and challenges in QurAoanic education.
These findings were then synthesized to generate comprehensive insights into how teacher professionalism influences students' QurAoanic reading and memorization skills.
The research results are presented in a descriptive-analytical format, highlighting the relationship between teacher professionalism and the quality of student outcomes.
Furthermore, the study offers practical recommendations aimed at contributing valuable insights for practitioners, researchers, and policymakers engaged in QurAoanic education.
RESULT AND FINDINGS
Through an extensive literature review, the researcher sought to gain a deeper understanding of QurAoanic education.
Several key aspects were identified that can enhance the quality and effectiveness of QurAoanic instruction.
The findings indicate that the effectiveness of QurAoanic teaching can be improved through several core factors.
The first factor is the teacherAos in-depth understanding of the QurAoan.
A teacherAos knowledge of the QurAoanAi including its interpretation .
and the context of revelation .
sbAb al-nuz.
enables a more comprehensive and accurate delivery of material to students.
The next factor is the interaction between teacher and student.
A professional teacher must be able to understand the psychological dynamics of their students.
10 Through personalized learning approaches, teachers can build strong relationships with students, recognize their individual needs, and provide appropriate responses or treatment that support each studentAos development.
Acknowledging student diversity is therefore crucial for teachers to effectively differentiate their instruction.
Beyond personal understanding, technological proficiency is equally essential for Innovation in teaching QurAoanic reading and memorization through the use of tools such as PowerPoint, video, and audio materials can spark studentsAo curiosity in understanding the context of the QurAoan.
Moreover, technology can serve as a bridge for communication among teachers, students, and parents, enabling seamless connectivity and interaction among all parties involved.
Yumawan.
, & Anwar.
Profesionalisme Guru Menurut Perspektif Al Quran Dan Al Hadist.
Basha'ir: Jurnal Studi Al-Qur'an dan Tafsir, 2.
, 29-37.
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P-ISSN 1693-136X
E-ISSN 2715-6753
DOI : https://doi.
org/10.
36769/asy.
The use of technology can serve as an integral part of a teacherAos instructional style A combination of conventional, modern, and technology-based teaching approaches can create engaging and dynamic learning experiencees.
11 In addition, the use of artificial intelligence (AI) can support teachers in delivering personalized instruction.
AI can assist teachers in analyzing learning patterns, methods, and outcomes for each student.
Furthermore, regular and continuous learning assessments are essential supporting factors for enhancing teaching effectiveness.
Structured evaluations can serve as benchmarks to monitor a studentAos progress over time.
Teachers can then provide summaries of these assessments to parents, which in turn can inform and guide at-home learning activities.
This evaluation process enables teachers to make necessary adjustments to improve studentsAo capabilities.
Challenges in Developing Teacher Competency The literature review revealed several significant barriers to developing teacher One of major obstacle is the lack of development programs for QurAoanic reading and memorization teachers.
Not only are these programs scarce, but access to them is also limited.
Many government and educational institutions do not provide structured training or workshops for QurAoanic teachers.
Another challenge is the drastic transformation in education following the COVID-19 pandemic, which has altered the educational landscape.
Many teachers were unprepared for the sudden shift from conventional to technology-integrated learning models.
In addressing these fundamental issues, the researcher not only identifies key problems but also offers practical solutions as a reference for the sustainable advancement of QurAoanic education.
In this context, the researcher not only highlights the fundamental issues related to the development of professional teaching skills but also offers solutions that can serve as a reference for the sustainable advancement of QurAoanic education in the future.
QurAoan Teacher Training and Development 11 Ansori.
Rohmatulloh.
Sudrajat.
Am.
, & Utami.
Digital Innovation in Pesantren Education: Prediction to Welcome Global Islam Awakening.
Nazhruna: Jurnal Pendidikan Islam, 5.
, 645-661.
Irfan.
Abubakar.
Ulfah.
, & Nasaruddin.
Eksplorasi Pengalaman Guru dan Siswa dalam Pembelajaran Tahfidz Al-Quran melalui Pendekatan Eklektik di SMP IT Insan Kamil Kota Bima.
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 4.
, 546-555.
Harahap.
Suryani.
Hasugian.
Hutasuhut.
Prasetyo.
, & Rabiatul.
Tantangan Pendidik Di Era Pasca Pandemi.
Innovative: Journal Of Social Science Research, 3.
, 14960-14971.
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The findings suggest clear directions for improving teacher development strategies.
Many teachers still lack mastery of QurAoanic pedagogy.
Nawawi et al.
found that foundational conceptsAisuch as makhArij al-uurf .
oints of articulatio.
, ifAt al-uurf .
haracteristics of letter.
, gharb al-QurAoAn .
ncommon vocabular.
, and basic tajwdAi remain poorly understood by many instructors.
This deficiency can be addressed through expanded forums, workshops, training programs, and teacher certification systems.
14 The lesson study can be an effective way to build teacher professionalism.
15 QurAoanic teacher coaching is essential in empowering educators to reach optimal performance .
16 This empowerment is expected to be implemented in daily teaching practices.
Such professional development should receive government and institutional support, similar to the treatment of school or madrasa teachers.
It is essential to enhance teacher competency sustainably so that educational qualityAiparticularly in QurAoanic instructionAi can be reflected in effective planning, organizing, implementing, and evaluating practices.
Providing widespread training opportunities should be prioritized, as greater access to learning leads to greater opportunities for teachers to improve their instructional skills.
Nawawi and RahmawatiAos research affirms that theoretical mastery remains a major weakness among QurAoanic teachers.
Government bodies and religious foundations must take responsibility for equipping teachers with the necessary theoretical and methodological Prioritizing teacher education is an effective strategy for strengthening professional competencies in QurAoanic instruction.
A teacherAos professional competence in theory, content, and pedagogy enables students to achieve optimal learning outcomes.
professional competence in QurAoanic instruction is strongly related to a teacherAos fundamental knowledge in both learning and teaching the QurAoan.
Technology-Based QurAoanic Instruction.
In addition to theoretical competence, digital literacy is an essential skill for modern QurAoanic educators.
Digital competence as reflective engagement in instructional Nawawi.
Nasir.
Syah.
, & Zaqiah.
Peningkatan Profesionalisme Guru AlQurAoan Sekolah Dasar Islam Terpadu.
Jurnal Cakrawala Pendas, 7.
Ratnawati.
Abidin.
, & Zulfikar.
Problematika pembelajaran Al-QurAoan di era industri dalam konteks indonesia.
Potensia: Jurnal Kependidikan Islam, 6.
, 72-92.
Foster.
Bill & Seeker.
, .
Pembinaan Untuk Meningkatkan Kinerja Karyawan.
Jakarta: Ppm.
Idhar.
Profesionalisme Guru Pendidikan Agama Islam Dalam Menanamkan Akhlak Mulia Peserta Didik.
Fitrah: Jurnal Studi Pendidikan, 8.
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activities using technology.
18 TodayAos QurAoan teachers must be able to design instructional media that enhances students' motivation and aligns with the paradigms of Education 4.
0, which integrate rapid technological advancement.
Equipping teachers with technological proficiency should receive serious Technology-based QurAoanic instruction must become a central topic of discourse.
Technology enriches a teacherAos understanding and facilitates access to instructional materialsAisuch as videos, quizzes.
Canva, and interactive simulationsAithat can significantly increase student engagement.
It also provides instant feedback, which teachers can use for one-on-one evaluations.
Through targeted training programs, teachers can optimize technological tools to support both content delivery and student learning.
This optimization must be seen as a strategic move toward achieving a more advanced, technology-driven educational system.
Simultaneously, urgent steps must be taken to improve infrastructure and minimize educational disparities.
The government and educational institutions must work together to ensure adequate access to technology and internet connectivity.
20 Additionally, clear implementation plans for teacher digital upskilling should be developed and executed without delay.
CONCLUTION
The strategy for developing the professionalism of QurAoanic reading and memorization teachers emphasizes enhancing the personal capabilities of the educators themselves.
Through improved professionalism, it is expected that the development of religious education particularly in preserving QurAoanic values can be sustained in the post-truth era.
Teachers' capabilities and their ability to adapt to shifting conditions from conventional to digital learning must be recognized and addressed proactively.
Sitompul.
Kompetensi guru dalam pembelajaran di era digital.
Jurnal Pendidikan Tambusai, 6.
Nasution.
, & Nurhafizah.
Profesionalisme Guru Anak Usia Dini Era Digital.
Jurnal Pendidikan Tambusai, 3.
, 666Ae675 Rofi'i.
Penerapan teknologi informasi dalam manajemen pendidikan Islam: Tantangan dan JIEM (Journal of Islamic Education Managemen.
, 7.
, 157-163.
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REFERENCES