Teunuleh Scientific Journal The International Journal of Social Sciences Vol.
Issues.
March 2025
P-ISSN: 2807-193X | E-ISSN: 2746-4393
DOI: https://doi.
org/teunuleh.
QUR'AN LEARNING STRATEGIES IN BATEE SHOK VILLAGE,
SABANG CITY
(COMPARATIVE STUDY OF TPA AL-IKHLAS AND MEUNASAH NURUL BADRI)
*Irmayani1.
Zulfatmi2.
Hayati3 Universitas Islam Negeri Ar-Raniry Banda Aceh 221003034@student.
ar-raniry.
budiman@ar-raniry.
hayati@ar-raniry.
Abstract This research investigates the Quran learning strategies for children in Gampong Batee Shok.
Sabang City, specifically comparing two institutions: TPA Al-Ikhlas and Meunasah Nurul Badri.
Utilizing a qualitative comparative study design, data was gathered through interviews, observations, documentation, and assessments at both sites.
The analysis employed a comparative descriptive technique to highlight the similarities and differences in their educational approaches.
Findings indicate that both institutions employ comprehensive strategies despite notable differences.
TPA Al-Ikhlas implements the Ummi curriculum, emphasizing Tajwid, reading fluency, and a progressive understanding of verses, complemented by a reward system to enhance student In contrast.
Meunasah Nurul Badri integrates Iqra' and Mujawad techniques with visual aids and group prayer practices.
Both facilities promote motivation through competitions and awards while prioritizing teacher training.
Challenges include TPA AlIkhlas's issues with attendance and parental engagement, whereas Meunasah Nurul Badri contends with limited resources and teaching staff.
The teaching methods vary TPA Al-Ikhlas fosters a structured yet enjoyable environment, while Meunasah adopts a more creative and adaptable approach.
Evaluation processes also differ: TPA Al-Ikhlas conducts regular structured assessments, while Meunasah employs a flexible bi-weekly evaluation system, yielding better outcomes there.
Parental involvement is integral to monitoring student progress in both institutions.
Keywords: Learning strategies.
Quran learning.
TPA Al-Ikhlas.
Meunasah Nurul Badri AeAeAeAeAeAeAeAeAeAeAeAeAeAe Corresponding author Creative Commons Attribution-ShareAlike 4.
International License Published by Teunuleh Research Center Vol.
Issues.
March 2025
P-ISSN: 2807-193X | E-ISSN: 2746-4393
Irmayani.
Zulfatmi.
Hayati Introduction Learning the Qur'an is expected to instill a deep understanding to children about the content and messages contained in the Qur'an, so that they can not only read or memorize the verses of the Qur'an, but also be able to apply its teachings in daily life.
(Munawir.
Alfiana, & Pambayun, 2024.
Yusuf, 2.
Ideally, the approach used in learning the Qur'an should be tailored to the age and characteristics of the children, which requires methods that are interesting, fun, and easy to understand.
Good learning must pay attention to the balance between the aspects of memorization, comprehension, and practice of the teachings of the Qur'an.
(SH.
Darmila, & Banurea.
There is a considerable gap or difference between the ideal concept of learning the Qur'an and the reality that occurs in the field, especially in Gampong Batee Shok.
Sabang City.
In this area, there are two Qur'an learning institutions that function to educate children in understanding and practicing the content of the Qur'an, namely TPA Al-Ikhlas and Meunasah Nurul Badri.
Although these two institutions have the same goal, which is to educate children to understand and teach the Qur'an, in reality, the approaches applied by the two institutions are quite different.
At TPA Al-Ikhlas, for example, many students tend to need more time to understand the Qur'an material taught.
This indicates difficulties in the learning process, which may be caused by several factors.
One of them is the teaching method applied at the Al-Ikhlas Landfill which can be less effective or less varied.
On the other hand, at TPA Meunasah Nurul Badri, students are proven to be faster in learning and understanding the Qur'an.
They are more fluent in reading the Qur'an, and their learning process looks more efficient.
This success is certainly not a coincidence, but the result of several supporting factors.
One of the most striking factors is the teaching method applied at the Meunasah Nurul Badri Landfill.
More effective and diverse methods can make it easier for students to understand the material being taught.
(Ummah & Wafi, 2.
For example, the use of a more handson experience-based approach, more interactive teaching, or even the use of engaging supporting media, can make the learning process easier.
In addition, a better ratio of teachers to the number of students also plays an important role in accelerating the learning process.
With more teachers available, each student can get more attention, so that the difficulties they face can be solved immediately.
A more conducive learning environment, such as adequate facilities and a supportive atmosphere, also plays a very important role in creating an effective learning process.
(Amrulloh.
Aliyah, & Darmawan.
The higher success rate at TPA Meunasah Nurul Badri proves that the right approach in teaching can have a very significant impact on student learning outcomes.
Vol.
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March 2025
P-ISSN: 2807-193X | E-ISSN: 2746-4393
Qur'an Learning Strategies in Batee Shok Village.
Sabang City An approach that focuses not only on good teaching aspects, but also on other factors such as teacher-student ratio, individual attention, and a supportive learning atmosphere and facilities, can produce much better results.
In this case, it can be concluded that effective teaching of the Qur'an requires attention to various aspects, be it teaching methodology, number of teachers, learning environment, as well as the participation of parents and the community in supporting the children's learning process.
(Fathra, 2.
Therefore, the success of TPA Meunasah Nurul Badri in teaching the Qur'an to its students is not only seen from the speed and fluency of reading the Qur'an, but also as an indicator of a more holistic and integrated teaching approach.
TPA Al-Ikhlas, although it has great potential, needs to evaluate the teaching methods applied in order to improve the quality of learning, by paying attention to various factors that affect educational success.
In the long run, these two institutions can learn from each other's experiences to create a better and more effective learning environment, which will ultimately provide greater benefits for children who study there.
Significant differences in Qur'an learning strategies between these two institutions show that the approach used greatly affects the learning outcomes of students.
At TPA Al-Ikhlas, although the approach is simple and focuses more on memorization, the biggest challenge is the lack of individual attention to each student, due to the limited number of teachers.
In addition, a less conducive learning atmosphere and less varied methods make the learning process feel monotonous, thus slowing down the progress of students.
On the other hand.
Meunasah Nurul Badri has succeeded in creating a more supportive learning environment, with the use of various methods and prioritizing direct interaction between teachers and students, so that the process of understanding and reading the Qur'an runs more smoothly.
Overall, the Qur'an learning strategies used in these two institutions show that the success in teaching the Qur'an to children depends not only on the material taught, but also on the methods used and how conducive the learning environment is created.
TPA
Al-Ikhlas needs to consider updating its approach with more varied methods and paying more attention to the individual needs of students.
Meanwhile.
Meunasah Nurul Badri can be an example in integrating various more innovative and interactive teaching methods to improve children's understanding of the Qur'an.
These two institutions have great potential, and with the evaluation and adaptation to the needs of students, the quality of Qur'an education in Batee Shok Village can be further improved.
At TPA Al-Ikhlas, the main problem that arises is the lack of effectiveness of the teaching methods applied.
Methods that focus more on memorization and repetition are traditionally felt to provide less space for children to develop a deep understanding of the Qur'an.
In addition, the limited number of teachers makes attention to students less than optimal.
(Saputra.
Wati.
Husni, & Charles, 2.
This causes students who need Vol.
Issues.
March 2025
P-ISSN: 2807-193X | E-ISSN: 2746-4393
Irmayani.
Zulfatmi.
Hayati guidance more often not to receive enough attention, so that difficulties in understanding the material cannot be overcome properly.
Meanwhile, in Meunasah Nurul Badri, although the use of more diverse and interactive methods can have a positive impact on learning, there are still challenges in terms of the ratio of teachers to the number of students.
Although the number of teachers is more adequate, but in some cases, supervision of the development of each student is still not optimal.
In addition, the use of learning media that does not fully support local conditions is an obstacle.
Sometimes, the inadequate reliance on aids such as visual and audio media makes some teaching materials less effective for students, especially for those who need a more direct or more traditional approach.
This study is here to examine more deeply how the Qur'an learning strategy for children in Batee Shok village.
Sabang City by conducting a comparative analysis between the Recitation at AlIkhlas Landfill and Meunasah Nurul Badri.
Method The type used in this study is qualitative descriptive.
The research site here is Gampong Batee Shok.
Sabang City, including Al-Ikhlas Landfill and Meunasah Nurul Badri as representatives of other landfills.
The number of population in this study is an infinite population, that is, a population owned by data sources whose limits cannot be quantitatively determined.
Therefore, the population area is infinite and can only be explained qualitatively.
The data collection techniques used in this study include observation, interviews, and documentation reviews.
Furthermore, after the data is collected, to conduct data analysis, an interactive data analysis technique is used which includes three components of data analysis, namely: data reduction, data presentation, and conclusion drawn.
(Mustika.
Ambiyar, & Aziz, 2.
Finally, to test the validity of the data, this study uses the criterion of credibility.
To make the implementation of data validity checks effective and efficient, researchers only use two of the seven existing methods, namely observation diligence and triangulation.
Finding and Discussion Al-Qur'an Learning Strategy at Al-Ikhlas Landfill and Meunasah Nurul Badri Gampong Batee Shok Sabang City The learning strategy of the Qur'an at the Al-Ikhlas and Meunasah Nurul Badri Landfill.
Gampong Batee Shok.
Sabang City, is designed to improve the understanding and ability to read the Qur'an for children and the community.
At TPA Al-Ikhlas, learning strategies are more focused on the use of structured methods, such as tajwid, fluency reading training, and individual approaches that are in accordance with the student's ability level.
Vol.
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Qur'an Learning Strategies in Batee Shok Village.
Sabang City Meanwhile, at Meunasah Nurul Badri, the learning strategy emphasizes more on community-based recitation with traditional methods, including teaching reading the Qur'an together and strengthening religious values in daily life.
These two institutions have a unique approach according to the characteristics and needs of the local community, with the same goal of creating a generation that loves and understands the Qur'an.
The Qur'an learning strategies at Al-Ikhlas Landfill and Meunasah Nurul Badri.
Batee Shok village.
Sabang City include:
Clarity of vision and mission, conformity with the goals of Islamic religious The clarity of the vision and mission at TPA Al-Ikhlas and Meunasah Nurul Badri is very relevant to the goal of Islamic religious education, which is to form a generation that has a deep love for the Qur'an and is able to practice its values in daily life.
The vision and mission of these two institutions include developing the ability to read the Qur'an well, understand its contents, and apply it as a guideline for life.
This is in line with the goals of Islamic religious education which seeks to build faith, noble morals, and religious skills for each individual.
(Djaelani, 2013.
Abidin, 2.
With a clear vision and mission.
TPA AlIkhlas and Meunasah Nurul Badri are important pillars in supporting targeted and sustainable religious learning.
Development programs, teaching innovations, supporting facilities TPA Al-Ikhlas and Meunasah Nurul Badri continue to strive to develop innovative educational programs to improve the quality of Qur'an teaching.
Teaching innovations such as the use of interactive learning methods and simple technology-based approaches have been implemented to help children understand and love the Qur'an more easily.
addition, adequate supporting facilities, such as comfortable study rooms and learning equipment, also support the effectiveness of the teaching and learning process.
(Gusniati.
Jahera.
Zulkifli, & Ananda, 2024.
Saputri & Fatmawati, 2.
Through this development and innovation program, both institutions strive to create a learning environment that is conducive, fun, and relevant to the needs of the current generation.
Regular training, materials provided, duration of training At TPA Al-Ikhlas and Meunasah Nurul Badri, there are training programs that are routinely carried out to improve the competence of ustadz/ustadzah in teaching the Qur'an.
At TPA Al-Ikhlas, training usually involves teaching new techniques in teaching tajweed and memorization, as well as introducing the latest methods to improve the quality of learning.
This training is often held in the form of workshops involving ustadz/ustadzah from various institutions.
Meanwhile, at Meunasah Nurul Badri, the training program is also carried out with the aim of improving the ability to teach the .
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Zulfatmi.
Hayati Qur'an, including training on more effective teaching methods and strategies in dealing with challenges that may arise during the learning process.
Both institutions recognise the importance of ongoing training for teachers to ensure that they can provide quality education to students, as learning methods and needs continue to change.
Curriculum standards, material sources, application of methods In learning the Qur'an, the curriculum or teaching materials used generally follow the standards that have been prepared by educational institutions or authorized religious authorities, such as the Ministry of Religion or other Islamic educational institutions.
Teaching materials usually include understanding tajweed, tafsir, memorization, and the application of Qur'anic teachings in daily life.
This curriculum is often adjusted to the level of ability and age of students, starting from the introduction of hijaiyah letters, reading with tartil, to a deeper understanding of the verses of the Qur'an.
In addition, many institutions integrate Qur'an learning with Islamic moral and ethical characteristics so that students can implement Qur'an values in their social lives.
(Parawansah & Sofa, 2.
Some institutions may also adopt an international curriculum or a specific education system that focuses on a comprehensive and applied understanding of the Qur'an.
Al-Qur'an learning strategies at Al-Ikhlas Landfill and Meunasah Nurul Badri Gampong Batee Shok Sabang City Based on the findings of the research, the Qur'an learning strategy at TPA Al-Ikhlas and Meunasah Nurul Badri has several important aspects.
In terms of teaching approach and learning focus.
TPA Al-Ikhlas adopts the Ummi curriculum-based method which is oriented towards learning tajweed, fluent reading, and understanding the meaning of Qur'an verses gradually.
(Haliska.
Nurita.
Juniansyah, & Suratman, 2.
The memorization process is carried out through regular repetition supported by a reward system to motivate students.
Meanwhile.
Meunasah Nurul Badri uses a simple local method that combines Iqra' and mujawad techniques, supported by color visualization to clarify the law of tajweed.
In addition, practical activities such as congregational prayers and dhikr are an integral part of learning to instill the values of the Qur'an.
In terms of motivation.
TPA Al-Ikhlas organizes joint memorization activities, tahfiz competitions, and tajweed with awards in the form of charters to increase students' confidence and enthusiasm for learning.
Meunasah Nurul Badri motivates students through exemplary student programs and competitions with prizes in the form of books or stationery.
Both institutions also pay attention to teacher training.
At TPA Al-Ikhlas, the training focuses on modern teaching methods such as Ummi and Tilawati, by .
Vol.
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Qur'an Learning Strategies in Batee Shok Village.
Sabang City involving external resource persons.
Meanwhile.
Meunasah Nurul Badri emphasizes training on deepening tajweed, memorization techniques, and the use of technology.
The challenges faced by TPA Al-Ikhlas include the consistency of student attendance and the lack of parental involvement in learning at home.
The solution implemented is to design a flexible schedule and hold regular meetings with parents.
Meunasah Nurul Badri faces obstacles in the form of limited facilities and the number of teachers, as well as difficulties for students in understanding tajwid.
To overcome this, this institution maximizes the use of existing space and involves parents in the memorization process.
(Yanti & Al'Afuw, 2.
The involvement of parents and the community is also an important part of the strategies of the two institutions.
At the Al-Ikhlas Landfill, parents are involved through religious activities, memorization competitions, and the procurement of facilities supported by the community.
Meanwhile.
Meunasah Nurul Badri provided training to parents on how to accompany their children in learning the Qur'an and involve the community to support the institution's operations.
These strategies reflect a comprehensive and adaptive approach in an effort to improve the quality of Qur'an For more details, please see the following table:
Table: Similarities and Differences in Qur'an Learning Strategies at Al-Ikhlas and Meunasah Nurul Badri Landfills Table: Similarities and Differences in Qur'an Learning Strategies at Al-Ikhlas and Meunasah Nurul Badri Landfills Aspects TPA Al-Ikhlas Teaching Approach Using the Ummi focus on tajwid, fluency in reading, and the meaning of Memorization through regular repetition and a reward system.
Metode Hafalan Motivational Strategies Tahfiz, tajwid, and charter competitions to Munasah Nurul Badri Using the Iqra' and mujawad assisted by color visualization for Memorization with exemplary programs and prizes in the form of books or Competitions with prizes, activities such as Equation Difference Both focus on tajweed and fluency in reading the Qur'an.
TPA Al-Ikhlas uses Ummi Meunasah Nurul Badri combines Iqra' Both provide motivation with prizes in The Al-Ikhlas TPA reward system is charter-based.
Meunasah Nurul Badri is based on book/stationery TPA Al-Ikhlas focuses more on tahfiz and tajwid.
Nurul Badri's Both organize competitions and awards for .
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Irmayani.
Zulfatmi.
Hayati build the spirit of learning.
Training for Teachers Challenge Focus on methods such as Ummi and Tilawati, by Consistency of attendance and involvement at prayers, dhikr to instill the value of the Qur'an.
Deepening techniques, and the use of meunasah is more Both organize training for ustadz/ustadzah.
Al-Ikhlas Landfill is oriented towards modern methods.
Meunasah Nurul Badri is more focused on tajwid.
Limited facilities, the number of teachers, and Both face challenges in the of learning.
The challenges of Al-Ikhlas Landfill are more related to the Meunasah Nurul Badri Al-Ikhlas landfill Meunasah Nurul Badri at a physical TPA Al-Ikhlas is religious activities.
Meunasah Nurul Badri Solution Flexible schedules and meetings with Maximize the space and involve parents in memorization.
Both involve parents in Parent Involvement Involve parents in religious activities and support in Providing training to parents on assistance in learning the Qur'an.
Both involve parents and the community in TPA Al-Ikhlas and Meunasah Nurul Badri have the same focus on teaching tajwid, fluency in reading the Qur'an, and memorization, as well as trying to motivate students through competitions and awards.
However, the two show differences in teaching approaches and methods, where TPA Al-Ikhlas emphasizes the use of the Ummi curriculum and modern methods, while Meunasah Nurul Badri combines Iqra', mujawad, and visualization involvement.
The main challenge at Al-Ikhlas Landfill revolves around the consistency of student attendance, while Meunasah Nurul Badri faces limited In finding a solution, both involve parents, but with different focuses: TPA Al.
Vol.
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Qur'an Learning Strategies in Batee Shok Village.
Sabang City Ikhlas prioritizes joint religious activities, while Meunasah Nurul Badri provides mentoring training for parents.
Conclusion The Qur'an learning strategy at Al-Ikhlas Landfill and Meunasah Nurul Badri Gampong Batee Shok Sabang City shows a comprehensive and adaptive approach, albeit with different methods.
TPA Al-Ikhlas adopts the Ummi curriculum which focuses on tajwid, fluent reading, and understanding verses gradually, supported by awards to motivate students.
On the other hand.
Meunasah Nurul Badri combines Iqra' and mujawad techniques with color visualization and practices such as congregational prayers to instill the values of the Qur'an.
Both have motivational programs involving competitions and awards, as well as attention to teacher training.
TPA Al-Ikhlas faces the challenge of consistency in parental attendance and involvement, while Meunasah Nurul Badri struggles with limited facilities and teachers.
Both institutions involve parents and the community in the learning process, reflecting a commitment to improving the quality of Qur'an learning through an inclusive and adaptive approach.
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