Erimawahti, Juliani, Atila Zulfani Irawan, Ayu Safrida Yanti, Eva Marsela

Peran Pendidikan Non Formal TPQ dalam Menumbuhkan Minat Belajar Agama Anak-anak di Pondok Tahfidz Hj. Shofiyah Medan

Introduction

Peran pendidikan non formal tpq dalam menumbuhkan minat belajar agama anak-anak di pondok tahfidz hj. Shofiyah medan. Penelitian ini mengungkap peran vital TPQ dalam menumbuhkan minat belajar agama anak di Pondok Tahfidz Hj. Shofiyah Medan melalui metode inovatif & lingkungan religius.

Abstract

Penelitian ini bertujuan untuk mengetahui peran pendidikan nonformal Taman Pendidikan Al-Qur’an (TPQ) dalam menumbuhkan minat belajar agama pada anak-anak di Pondok Tahfidz Al-Qur’an Hj. Shofiyah. Pendekatan yang digunakan adalah kualitatif dengan metode deskriptif, melalui teknik pengumpulan data berupa observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa TPQ memiliki peran signifikan dalam menumbuhkan minat belajar agama melalui metode pembelajaran yang menyenangkan, seperti kisah islami, hafalan berjenjang, serta keteladanan ustadz/ustadzah. Suasana pondok yang religius juga mendukung pembentukan karakter dan kebiasaan religius anak sejak dini. Selain itu, keterlibatan orang tua dalam kegiatan keagamaan turut memperkuat hasil pembelajaran. Simpulan dari penelitian ini adalah bahwa pendidikan nonformal TPQ tidak hanya berfungsi sebagai tempat belajar membaca Al-Qur’an, tetapi juga sebagai sarana efektif dalam menanamkan kecintaan anak terhadap ilmu agama serta pembentukan akhlak mulia secara berkelanjutan.

Review

This study investigates the crucial role of non-formal education, specifically Taman Pendidikan Al-Qur’an (TPQ), in cultivating children's interest in religious learning within the context of Pondok Tahfidz Hj. Shofiyah Medan. Employing a qualitative descriptive approach, the research effectively utilized observation, in-depth interviews, and documentation to gather rich insights. The topic is highly relevant, addressing the foundational aspects of religious education and character development in early childhood, particularly within an Islamic boarding school setting, and contributes valuable understanding to the field of non-formal religious education. The findings compellingly demonstrate that TPQ holds a significant position in fostering religious interest through engaging pedagogical methods, such as Islamic storytelling and structured memorization. The emphasis on the exemplary conduct of ustadz/ustadzah, coupled with the religiously conducive atmosphere of the *pondok*, emerges as a strong factor in early character and habit formation. Furthermore, the identified positive impact of parental involvement underscores the holistic nature of effective religious education. This research moves beyond merely recognizing TPQ as a place for Qur'anic recitation, highlighting its broader function as an effective vehicle for instilling a love for religious knowledge and sustainable moral development. While the study effectively illustrates the positive role of TPQ in the specified context, future research could explore the long-term impact of such early religious engagement on children's spiritual development and academic achievements beyond the *pondok*. It would also be beneficial to consider the challenges faced by TPQ educators in maintaining children's engagement, and how these challenges are overcome within diverse settings. Additionally, a comparative analysis with other non-formal religious education models or a quantitative element could provide a broader perspective on the generalizability of these findings. Nevertheless, this paper offers valuable insights into the multi-faceted role of TPQ as a vital institution for comprehensive religious and character education.

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