Upaya Guru TPQ Dalam Meningkatkan Kualitas Membaca Al-Qur'an di Taman Pendidikan Al-Qur'an Al-Fathon Desa Srikaton Kecamatan Tanjung Bintang Kabupaten Lampung Selatan

Abstrak

This study aims to critically analyze the efforts undertaken by teachers at Taman Pendidikan Al-Qur’an (TPQ) to improve the quality of Quran reading skills among students at TPQ Al-Fathon, located in Srikaton Village, Tanjung Bintang District, South Lampung Regency. The background of this research stems from the observation that many students still demonstrate weak reading competencies, particularly in pronunciation accuracy (makhraj), tajwid application, and reading fluency. This condition highlights the need for more systematic, effective, and pedagogically structured instructional methods to ensure that the goals of Quranic education are achieved. Utilizing a qualitative descriptive research approach, this study not only explores the instructional practices implemented by TPQ teachers but also examines internal and external factors affecting the teaching and learning processes. Data were collected through direct observation of learning activities, in-depth interviews with teachers, TPQ administrators, and parents, as well as documentation of learning materials, evaluation reports, and institutional archives. The data analysis employed the Miles and Huberman model, consisting of systematic stages of data reduction, data display, and final conclusion drawing. The findings indicate that teachers apply multiple instructional approaches such as the Iqra’ reading system, talaqqi-musyafahah method, repetitive reading drills, structured weekly muraja’ah sessions, and reinforcement of learning discipline. Additionally, periodic assessments through oral reading tests and skill-based evaluations are conducted to monitor students’ progress. The study concludes that the efforts of TPQ teachers in improving students’ Quran reading competence have shown positive progress, although several challenges persist, including variations in students’ learning motivation, limited instructional facilities, and insufficient parental involvement in supporting learning at home. The findings suggest the necessity of continuous teacher development, refinement of instructional strategies aligned with students’ reading levels, and collaboration between TPQ institutions and parents. This research is expected to contribute to the development of a more effective Quran learning framework for non-formal Islamic education institutions.