INTEGRATIVE LEARNING STRATEGIES OF TAJWEED IN DEVELOPING THE ABILITY TO READ THE QUR'AN

Abstract

Integrative Learning Strategies of Tajweed Science in Developing the Ability to Read the Qur'an. Many students can only read the Qur'an, but it is not accompanied by the mastery of the right and correct tajweed knowledge, including the level of gharib musykilat,  problems like this occur because some educational institutions do not pay attention to the right strategies in applying tajweed knowledge to their students, so in this thesis we discuss the integrative learning strategies of tajweed knowledge in developing students' ability to read the Qur'an. There are three focuses of discussion. First, Tajweed learning strategies? Second, the development of students' Qur'an reading skills?  Third,  supporting and inhibiting factors? In this study, the author uses research with a qualitative approach that is descriptive with the type of case study research. Research results. First, there are 3 strategies used in Progressive Islamic Boarding School, namely, 1) Direct learning strategy in this strategy the teacher presents the material first by writing it using a board and marker and then explaining while demonstrating and giving exercises. 2). Expository learning strategy used before students enter school in the morning. The stage in this strategy, the teacher prepares by singing together, then explaining the learning material and must be memorized by the students. 3). Inquiry learning strategy. This strategy helps students be more active in the learning process through questions and answers. Secondly, the development of students after participating in the tajweed science program, they are not only fluent in reading but can master and practice rules such as, makharij al-huruf, sifah al-huruf, ahkam al-huruf, ahkam al-maddi wal qashr, ahkam al-waqaf wal ibtida', and gharib musykílah. The three supporting factors are expert teachers in their fields, teacher cohesiveness, community support and additional lessons. Meanwhile, the inhibiting factor is that many students are not stuck. So that there is a special time so that students can catch up in understanding tajweed.