Tajwid Learning Strategies in Improving Qur’anic Recitation Skills Through the BISMI Method at Tahfiz Qur’an Elementary School Taman Cinta Al-Qur’an Barito Kuala
DOI:
https://doi.org/10.67899/adi.v3i1.479Keywords:
BISMI Method, Qur’anic Recitation, Tajwid LearningAbstract
This study aims to describe the strategies used to teach tajwid through the BISMI method and identify the obstacles encountered at Tahfiz Qur’an Elementary School Taman Cinta Al-Qur’an, Barito Kuala, Indonesia. It employed a qualitative field-research design involving BISMI teachers and students, with data collected through observation, interviews, and documentation. The data were analyzed through reduction, display, and conclusion drawing, while source triangulation was used to support credibility. The findings indicate that instruction combines tajwid songs, teacher explanation, repeated reading drills, individual recitation tests, question-and-answer activities, written exercises, and small-group learning with educational games. These strategies support recall, conceptual understanding, repeated practice, individual diagnosis, participation, and confidence in recitation. The main constraints are differences in students’ prior reading abilities, fluctuating attention during lessons, and limited Qur’anic practice at home, sometimes compounded by insufficient instructional time and parental assistance. The study’s novelty lies in documenting how the locally developed BISMI approach is implemented through a coordinated set of mnemonic, explanatory, practical, evaluative, and collaborative strategies in an elementary tahfiz setting. The findings are contextual rather than experimental and do not establish a quantified causal effect
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