Rapisa Putri Ayu, Alimir

Analisis Faktor Minat Belajar Murid dalam Pembelajaran Al-Qur’an di TPQ Al-Ikhlas Surau Cubadak Tilatang Kamang Agam

Introduction

Analisis faktor minat belajar murid dalam pembelajaran al-qur’an di tpq al-ikhlas surau cubadak tilatang kamang agam. Explore internal and external factors influencing students' interest in Qur'an learning at TPQ Al-Ikhlas. This study reveals key elements like teacher competence, parental support, and environment crucial for enhancing engagement.

Abstract

Although learning interest is an important factor determining success in Qur’an learning, studies specifically analyzing the internal and external factors that influence students’ learning interest in non-formal Qur’anic educational institutions remain limited. This study aims to analyze the factors influencing students’ learning interest in Qur’an learning at TPQ Al-Ikhlas Surau Cubadak, Tilatang Kamang, Agam Regency. This study employed a qualitative approach with a case study design. The research participants consisted of the head of the TPQ, teachers, Level II students, and students’ parents, who were selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation and were subsequently analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The results showed that students’ learning interest was influenced by internal factors, including attention, enjoyment, concentration, awareness, and willingness to learn, as well as external factors comprising teacher competence, learning methods, parental support, the learning environment, learning facilities, and gadget use. These findings extend the application of the concepts of learning interest and Self-Determination Theory to the context of Qur’an learning in non-formal educational institutions. This study emphasizes the importance of collaboration among teachers, parents, and TPQ administrators in creating a conducive learning environment to enhance students’ learning interest. Theoretically, this study contributes to the development of Islamic education research, while practically, its findings can serve as a basis for TPQ administrators in designing Qur’an learning that is more engaging, supportive, and responsive to students’ needs.

Review

This study offers a timely and important exploration into the factors influencing student learning interest in Qur'an education within a non-formal setting, specifically at TPQ Al-Ikhlas. The authors successfully address a recognized gap in the literature by focusing on a context often overlooked in broader educational research. Employing a qualitative case study design, the methodology is appropriate for gaining a deep, nuanced understanding of the complex interplay of factors at a specific institution. The rigorous data collection through observation, semi-structured interviews, and documentation, coupled with the systematic analysis using the Miles, Huberman, and Saldaña model, lends credibility to the findings and demonstrates a robust approach to qualitative inquiry. The research effectively identifies a comprehensive set of internal and external factors that shape students' learning interest in Qur'an studies. Internally, critical elements such as attention, enjoyment, concentration, awareness, and willingness to learn are highlighted, reflecting intrinsic motivations essential for engagement. Externally, the study pinpoints the significant roles of teacher competence, effective learning methods, parental support, a conducive learning environment, adequate facilities, and even the influence of gadget use. These findings are not merely descriptive but also serve to theoretically extend the application of established concepts like learning interest and Self-Determination Theory into the distinct domain of non-formal Islamic education, thereby enriching our understanding of these theories in diverse cultural and educational contexts. Beyond its theoretical contributions, this study provides highly practical implications for administrators and educators within non-formal Qur'anic institutions. The emphasis on collaborative efforts among teachers, parents, and TPQ leadership to cultivate a supportive and engaging learning environment is a crucial takeaway. The findings offer a tangible basis for TPQ administrators to refine their curriculum design and pedagogical strategies, ensuring they are more engaging, responsive to student needs, and effective in fostering sustained interest. As such, this research not only advances the field of Islamic education studies but also offers actionable insights for improving the quality and impact of Qur'an learning in similar non-formal settings.

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