Qur’an Teacher Strategies in Overcoming Students’ Difficulties in Reading the Qur’an at TPQ Al Fikrah Bontopajja, Gowa Regency

Abstract

This study explores Qur’an teacher strategies in overcoming students’ difficulties in reading the Qur’an at TPQ Al Fikrah Bontopajja, Gowa Regency. The study was motivated by the fact that several students still experience reading difficulties even though they regularly participate in Qur’anic learning activities. These difficulties include recognizing hijaiyah letters, pronouncing letters from the correct makhraj, applying tajwid rules, understanding reading marks, and reading connected letters fluently. This research employed a qualitative approach with a case study design. The research was conducted at TPQ Al Fikrah Bontopajja, a nonformal Qur’anic education institution under LP2DQ DPD Wahdah Islamiyah Gowa. Data were collected through participatory observation, structured interviews, and documentation involving two Qur’an teachers and four students selected based on learning levels and variations in reading ability. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was strengthened through triangulation and credibility checks. The findings show that students’ difficulties are gradual and occur at basic, intermediate, and advanced levels. Qur’an teachers apply several strategies, including individual guidance, intensive repetition, lowering the learning level when basic mastery is weak, prioritizing reading quality over quantity, and referring students with serious difficulties to more experienced teachers. The learning process is supported by talaqqi, segmented reading, hijaiyah letter cards, makhraj cues, gradual evaluation, appreciation, and cooperation with parents. The study concludes that effective Qur’anic learning in TPQ requires systematic, patient, and individualized teacher strategies supported by parental involvement and adequate learning management.