Implementation of the Iqra Method in Al-Qur’an Learning at Imam Syafi’i Al-Qur’an Education Center Banjarmasin

Abstract

This study examines the implementation of the Iqra method in Qur’anic learning at Imam Syafi’i Al-Qur’an Education Center (TPQ), Banjarmasin, focusing on instructional planning, classroom practices, assessment, and supporting and inhibiting factors. Employing a qualitative field-research design, the study draws on observations, interviews with teachers and students, and institutional documentation, as reported in the underlying thesis. The findings indicate that planning relies primarily on institutional directions, the Iqra textbook, and established learning routines rather than formally documented lesson plans. Instruction combines direct reading without spelling, individual reading submissions, immediate correction, repeated practice, writing exercises, memorization, and guidance on adab. Assessment emphasizes letter articulation, pronunciation, vowel length, fluency, and mastery before progression to subsequent material. Regular schedules, teacher guidance, learning materials, mosque facilities, and progress-monitoring records support implementation, while limited written planning and the absence of a systematic peer-assistance arrangement present opportunities for improvement. The study’s novelty lies in its contextual analysis of how Iqra principles are enacted within mixed-ability learning groups in a community-based Qur’anic education center. Its conclusions are descriptive rather than causal