Metode Tartila sebagai alternatif pembelajaran membaca Al-Quran di TPQ al-Hidayah Miftahul Ulum II Bekacak bangil

Abstract

Metode Tartila merupakan salah satu metode alternatif dalam pembelajaran membaca al-Qur'an yang diterapkan di TPQ al-Hidayah Miftahul Ulum II Bekacak, Bangil. Metode Tartila adalah salah satu metode pembelajaran membaca al-Qur’an yang menekankan aspek kefasihan (fasahah), ketepatan makhraj, dan penerapan kaidah tajwid secara bertahap. Penelitian ini bertujuan untuk menganalisis efektivitas metode Tartila dalam meningkatkan kemampuan membaca al-Qur'an santri, serta mengidentifikasi hambatan yang dihadapi dalam proses pembelajaran. Menggunakan pendekatan deskriptif kualitatif, penelitian ini melibatkan observasi langsung, wawancara semi-struktur dengan pendidik dan wali santri, serta studi dokumentasi hasil belajar peserta didik. Hasil penelitian menunjukkan bahwa metode Tartila mampu meningkatkan kefasihan, ketepatan makhraj, dan pemahaman tajwid peserta didik. Pembelajaran dilakukan secara klasikal dengan sistem evaluasi bertahap. Namun, beberapa kendala yang dihadapi antara lain perbedaan kemampuan peserta didik, kurangnya keterlibatan pendidik, serta minimnya dukungan dari wali santri terhadap pendidikan agama. Dengan demikian, diperlukan upaya optimalisasi metode ini agar lebih efektif dalam mencetak generasi yang Qur'ani.  The Tartila method is one of the alternative methods in learning to read the Qur'an applied at TPQ al-Hidayah Miftahul Ulum II Bekacak, Bangil. The Tartila method is one of the methods of learning to read the Qur'an that emphasizes aspects of fluency (fasahah), accuracy of machraj, and the application of tajweed rules in stages. This study aims to analyze the effectiveness of the Tartila method in improving the ability to read al-Qur'an of students, as well as identifying obstacles faced in the learning process. Using a descriptive qualitative approach, this research involves direct observation, semi-structured interviews with educators and santri guardians, as well as documentation studies of students' learning outcomes. The results showed that the Tartila method was able to improve students' fluency, machraj accuracy, and understanding of tajweed. Learning is done classically with a gradual evaluation system. However, some of the obstacles faced include differences in the ability of students, the lack of involvement of educators, and the lack of support from santri guardians for religious education. Thus, efforts are needed to optimize this method to be more effective in producing a Qur'anic generation.