Wisnu Budi Prasetyo, Muhammad Farhan, Fatihani Rahayu Aulia

ANALISIS KESULITAN BELAJAR PESERTA DIDIK MEMBACA AL-QUR’AN PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM KELAS X BIM ISLAMIC SCHOOL

Introduction

Analisis kesulitan belajar peserta didik membaca al-qur’an pada mata pelajaran pendidikan agama islam kelas x bim islamic school. Analisis kesulitan belajar siswa membaca Al-Qur'an kelas X BIM Islamic School. Mengidentifikasi hambatan pengucapan huruf, penyambungan, dan tajwid dalam Pendidikan Agama Islam.

Abstract

Penelitian ini bertujuan untuk mendeskripsikan bentuk kesulitan belajar membaca Al-Qur’an yang dialami peserta didik dalam mata pelajaran Pendidikan Agama Islam pada kelas X BIM ISLAMIC SCHOOL Penelitian ini tergolong penelitian lapangan (field research) dengan jenis penelitian kualitatif. Sumber data dalam penelitian ini adalah kepala sekolah, guru Pendidikan Agama Islam dan peserta didik sebagai sumber data primer dan dokumen-dokumen sebagai sumber data sekunder. Data dalam penelitian ini dikumpulkan dengan melakukan observasi, wawancara, dan dokumentasi. Data tersebut diolah dan dianalisis melalui tiga tahap, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa bentuk-bentuk kesulitan membaca Al-Qur’an peserta didik bervariasi, ada yang kesulitan dalam pengucapan huruf sesuai makhraj, adapula yang mengalami kesulitan membaca ketika menyambungkan huruf dengan huruf hijaiyah yang lain. Serta sulit membaca Al-Qur’an sesuai tajwid. Kata Kunci : Kesulitan Belajar, Membaca Al-Qur’an, Pelajaran Pendidikan Agama Islam

Review

This paper, "Analisis Kesulitan Belajar Peserta Didik Membaca Al-Qur’an Pada Mata Pelajaran Pendidikan Agama Islam Kelas X BIM Islamic School," addresses a pertinent and practical issue within the realm of Islamic education: identifying learning difficulties in Al-Qur'an recitation among tenth-grade students. The study clearly articulates its objective to describe the forms of these difficulties, grounding the research within a specific institutional context, BIM Islamic School. The choice of a qualitative field research approach is appropriate for an in-depth exploration of a localized problem, setting a clear scope for the investigation. The methodology employed is robust for a qualitative study, utilizing observations, interviews with key stakeholders (headmaster, Islamic religious education teacher, and students), and documentation to gather comprehensive data. This multi-faceted data collection approach enhances the credibility of the findings. The data analysis followed standard qualitative procedures of reduction, presentation, and conclusion drawing. The research successfully identifies several specific forms of difficulty, including issues with proper articulation of letters (makhraj), challenges in connecting Hijaiyah letters, and problems with applying Tajwid rules. These findings provide a detailed and practical insight into the specific challenges faced by students at the studied institution. A significant strength of this study lies in its focused, descriptive approach, which directly addresses a real-world educational challenge. The detailed identification of specific difficulties offers valuable diagnostic information for the particular school and its educators. However, the abstract does not elaborate on the underlying causes of these difficulties or propose potential intervention strategies, which would further enhance the practical utility of the research. Future work could build upon these findings by exploring the root causes, evaluating teaching methods, or developing targeted remedial programs. While highly localized, this study serves as a foundational step for understanding and potentially improving Al-Qur'an literacy within its specific context, and could inspire similar diagnostic studies in other educational settings.

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