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This study aims to investigate students' perceptions of Qur'an learning (Tahsin and Tajwid) in improving their Qur'an recitation skills at Madrasah Diniyah Nurul Huda Bangodua, Cirebon. This study employed a qualitative approach using a descriptive method. The research participants consisted of 10 fourth-grade students and one teacher responsible for Qur'an learning. Data were collected through observation, interviews, and documentation. The data were analyzed using the Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing. The findings indicate that students have positive perceptions of Tahsin and Tajwid learning. The learning process helps students improve the pronunciation (makhraj) of Arabic letters, understand the rules of Tajwid, enhance the fluency of Qur'an recitation, and develop greater confidence in reading the Qur'an. Supporting factors contributing to the success of the learning process include the talaqqi method, direct guidance from the teacher, and a conducive learning environment. The challenges faced by students include limited instructional time, difficulty distinguishing certain Tajwid rules, and insufficient practice in reading the Qur'an at home. Overall, Tahsin and Tajwid instruction plays a significant role in improving students' Qur'an recitation skills at Madrasah Diniyah Nurul Huda Bangodua, Cirebon.

This study aims to examine the effectiveness of implementing the Al Miftah method with a behavioristic approach in improving the ability of students at the Raudlatul Ulum II Islamic Boarding School to read classical Islamic texts. This method provides stimuli in the form of repetitive exercises and positive reinforcement that actively motivate students to learn nahwu and sharaf rules, the main foundations in learning classical Arabic texts. The results of observations and interviews show significant changes in the students' learning behavior; from being passive to being more active, motivated, and able to understand the learning material better. The use of innovative media such as nadhom songs strengthens the memorization of Arabic language rules in a rhythmic and enjoyable way. The role of teachers as facilitators and evaluators is also very important in guiding and motivating students individually. Evaluation of students' abilities through classical Islamic texts reading tests shows that this method is effective in improving reading performance and understanding of classical Islamic texts. Some limitations, such as limited learning time and the number of certified teachers, are concerns for future development.

Literasi membaca merupakan kompetensi dasar yang penting dalam mendukung perkembangan akademik murid sekolah dasar, namun kemampuan membaca pemahaman, khususnya pada tingkat kalimat sederhana, masih menjadi permasalahan di berbagai satuan pendidikan. Penelitian ini bertujuan menganalisis peningkatan gerakan literasi membaca pemahaman melalui buku cerita dalam meningkatkan keterampilan membaca kalimat sederhana pada murid kelas III SD Inpres Anduam. Penelitian ini merupakan penelitian kuantitatif dengan desain pra-eksperimen tipe one-group pretest–posttest. Subjek penelitian terdiri atas 9 murid kelas III yang dipilih menggunakan teknik total sampling. Data dikumpulkan melalui tes keterampilan membaca kalimat sederhana sebelum dan sesudah intervensi, kemudian dianalisis menggunakan statistik deskriptif dan uji paired samples t-test. Hasil penelitian menunjukkan adanya peningkatan signifikan kemampuan membaca murid, ditandai dengan kenaikan skor rata-rata dari 58,22 pada pretest menjadi 78,56 pada posttest (p < 0,05). Temuan ini menunjukkan bahwa gerakan literasi membaca pemahaman berbasis buku cerita efektif dalam membantu murid memahami struktur dan makna kalimat sederhana. Penelitian ini merekomendasikan penerapan gerakan literasi membaca pemahaman secara berkelanjutan sebagai strategi pembelajaran membaca di sekolah dasar.

Early reading skills are visual activities that involve the process of translating written symbols into sounds. Children's early reading skills will be developed through learning media that are appropriate to the child's developmental stage. This study aims to identify the need for developing pop-up syllabic learning media to improve the early reading skills of children aged 5-6 years. This study uses a descriptive qualitative approach. Identification of needs is based on three aspects, namely learning media, learning strategies, and analysis of early reading skills. The subjects of this study consisted of 3 teachers and the principal of Kindergarten Al Falah Islamic Kindergarten, Pelita Doktora Kindergarten, and Rizani Putra Kindergarten. Data collection techniques used were interviews and documentation. Data analysis was carried out using the Miles Huberman Technique which includes the stages of data collection, data reduction, data display, and drawing conclusions/verification. The results of the study indicate that identification of needs is based on three aspects, namely learning media, learning strategies and analysis of early reading skills. In identifying learning media, it is necessary to develop interesting learning media. Then, in identifying learning strategies, a fun strategy is needed to achieve children's beginning reading skills, and is child-centered. Meanwhile, the analysis of children's beginning reading skills revealed the need for pop-up book media to improve children's relevant beginning reading skills.

Penelitian ini dilatarbelakangi oleh rendahnya minat dan keterampilan membaca interaktif peserta didik pada materi teks hikayat yang disebabkan oleh penggunaan metode pembelajaran yang masih konvensional dan kurangnya media pembelajaran yang menarik. Kondisi tersebut menuntut adanya inovasi media berbasis digital yang mampu meningkatkan keterlibatan dan motivasi belajar siswa. Penelitian ini bertujuan untuk mengembangkan media pembelajaran scrapbook digital berbasis FLIPHTML5 serta mengetahui keefektifannya dalam meningkatkan kemampuan membaca interaktif siswa kelas X SMK NJ 01 Jogororto. Metode yang digunakan adalah penelitian dan pengembangan dengan model ADDIE yang meliputi tahap analisis, perancangan, pengembangan, implementasi, dan evaluasi. Produk yang dihasilkan berupa media scrapbook digital interaktif yang memadukan teks, gambar, dan elemen visual menarik serta dilengkapi fitur latihan dan refleksi. Hasil penelitian menunjukkan bahwa media yang dikembangkan memenuhi kriteria valid, praktis, dan efektif berdasarkan hasil validasi ahli, respon guru dan siswa, serta peningkatan aktivitas dan pemahaman belajar siswa. Penggunaan media ini terbukti mampu meningkatkan minat baca, keterlibatan aktif, serta pemahaman siswa terhadap teks hikayat secara lebih optimal. Implikasi penelitian ini menunjukkan bahwa media scrapbook digital berbasis FLIPHTML5 dapat dijadikan alternatif inovatif dalam pembelajaran bahasa Indonesia, khususnya untuk meningkatkan keterampilan membaca interaktif serta menciptakan pembelajaran yang lebih menarik, kreatif, dan sesuai dengan perkembangan teknologi pendidikan.

Kemampuan baca tulis Al-Qur’an (BTQ) merupakan kompetensi dasar dalam pendidikan Islam yang perlu dikembangkan secara sistematis sejak usia dini. Namun, dalam praktik pembelajaran di Taman Pendidikan Al-Qur’an (TPQ), masih ditemukan permasalahan berupa rendahnya kemampuan membaca, menulis huruf hijaiyah, serta ketidakseimbangan antara aspek tajwid, makhraj, dan kefasihan bacaan santri. Kondisi ini menunjukkan perlunya inovasi metode pembelajaran yang lebih efektif dan terstruktur. Kegiatan pengabdian ini bertujuan untuk meningkatkan kemampuan BTQ santri melalui pendampingan berbasis integrasi metode imla’ dan talaqqi di TPQ Nurul Huda Sentani Jayapura. Metode yang digunakan adalah pendekatan kualitatif dengan desain library research yang didukung oleh data lapangan kegiatan pengabdian. Proses pelaksanaan dilakukan secara partisipatif dan aplikatif melalui tahapan pembelajaran membaca (talaqqi), menulis (imla’), serta penguatan melalui muroja’ah terjadwal. Hasil kegiatan menunjukkan adanya peningkatan kemampuan santri pada berbagai aspek. Pada aspek kelancaran membaca dan hafalan, lima santri memperoleh nilai 5, empat santri nilai 4, dan enam santri nilai 3. Pada aspek tajwid, empat santri mencapai nilai 5, enam santri nilai 4, dan lima santri nilai 3. Sementara itu, pada aspek kefasihan bacaan, sembilan santri mencapai nilai 5. Secara umum, penerapan metode imla’ dan talaqqi memberikan dampak signifikan terhadap peningkatan kemampuan membaca, menulis huruf hijaiyah, serta ketepatan makhraj dan tajwid santri. Kesimpulan dari kegiatan ini menunjukkan bahwa integrasi metode imla’ dan talaqqi efektif dalam meningkatkan kemampuan BTQ santri, serta berdampak positif terhadap motivasi, kedisiplinan, dan keterlibatan aktif dalam pembelajaran. Model ini dapat menjadi alternatif strategi pembelajaran BTQ di TPQ, khususnya di wilayah dengan keterbatasan sumber belajar.  

Reading ability is a fundamental skill that strongly influences the academic success of junior high school students, particularly ninth graders in preparing for national examinations. Nevertheless, many students continue to face difficulties in reading, including speed, comprehension, and motivation. This study aims to examine the effectiveness of implementing learning guidance services to improve the reading skills of ninth-grade students, while identifying supporting and inhibiting factors in its implementation. The research employed a descriptive qualitative approach through literature review from relevant scientific sources published within the last ten years. The findings reveal that learning guidance services play a crucial role in enhancing reading skills, learning motivation, and student independence. Guidance and counseling teachers act as strategic facilitators, while support from the school environment and family strengthens the success of the program. The practical implications highlight that structured, continuous, and collaborative learning guidance programs can help students better understand reading materials and develop positive study habits. Practical recommendations are addressed to teachers, counselors, and schools to design more varied and student-centered guidance services.

The ability to read the Qur’an is a fundamental competence that must be possessed by every Muslim student. However, in educational practice at schools, various problems are still found, particularly the low level of Qur’an reading ability among some students, accompanied by learning boredom. One of the contributing factors to this condition is the use of a single, monotonous, and less varied teaching method. This article aims to examine the problems related to students’ ability to read the Qur’an and the learning boredom that arises due to the implementation of a single method in instruction, as well as to offer practical solutions that can be implemented by educators. The writing method of this article uses a literature review approach and reflection on teaching practice. The results of the study show that a single teaching method tends to reduce students’ learning motivation, hinder active engagement, and slow down the improvement of Qur’an reading skills. Therefore, it is necessary to implement more varied, interactive, and contextual teaching methods, such as game-based learning, group work, and the use of innovative instructional media. Thus, it is expected that students’ ability to read the Qur’an can improve and learning boredom can be effectively minimized.

The ability to read the Qur’an is a fundamental competence that must be possessed by every Muslim student. However, in educational practice at schools, various problems are still found, particularly the low level of Qur’an reading ability among some students, accompanied by learning boredom. One of the contributing factors to this condition is the use of a single, monotonous, and less varied teaching method. This article aims to examine the problems related to students’ ability to read the Qur’an and the learning boredom that arises due to the implementation of a single method in instruction, as well as to offer practical solutions that can be implemented by educators. The writing method of this article uses a literature review approach and reflection on teaching practice. The results of the study show that a single teaching method tends to reduce students’ learning motivation, hinder active engagement, and slow down the improvement of Qur’an reading skills. Therefore, it is necessary to implement more varied, interactive, and contextual teaching methods, such as game-based learning, group work, and the use of innovative instructional media. Thus, it is expected that students’ ability to read the Qur’an can improve and learning boredom can be effectively minimized.

Early reading skills are fundamental competencies that must be mastered by elementary school students, as they serve as the foundation for future academic success. However, conventional teacher-centered instruction often fails to maximize students’ active engagement in learning. This study aims to analyze the effectiveness of the Project Based Learning model assisted by mind mapping media in improving the early reading skills of second-grade elementary students. This research employed a quantitative approach with an experimental design. The participants were second-grade students who received instruction through the Project Based Learning model assisted by mind mapping media. Data were collected using reading skill tests administered before and after the treatment. The data were analyzed to identify differences in students’ reading abilities following the implementation of the learning model. The findings indicate that the implementation of Project Based Learning assisted by mind mapping media has a positive effect on students’ early reading skills. The model promotes active student participation, enhances critical and creative thinking skills, and facilitates comprehension through structured visual representation of concepts. Furthermore, the learning environment becomes more interactive and meaningful, increasing students’ motivation to engage in reading activities. Therefore, the Project Based Learning model assisted by mind mapping media is recommended as an alternative instructional strategy to improve early reading skills in elementary schools.

The ability to read the Qur’an is a fundamental competence in Islamic education. However, many children still face difficulties in reading the Qur’an accurately and fluently in accordance with tajwid rules. This community service program (Pengabdian kepada Masyarakat/PKM) aimed to improve Qur’anic reading skills of students at Asy-Syakirin Qur’anic Learning Center (TPQ) in Nibung Village, Kapuas Hulu Regency, West Kalimantan. The program employed a Participatory Action Research (PAR) approach, actively involving teachers and students in all stages of the activities. The implementation consisted of planning, action, observation, and reflection stages. During the planning phase, students’ initial reading abilities were identified and grouped into basic (iqra’) and advanced (tahsin) levels, appropriate learning methods were selected, and supporting learning media were prepared. The action phase involved individual and small-group mentoring, guided Qur’an reading with direct correction of pronunciation (makharij al-huruf) and tajwid, application of memorization and dictation (imla’) techniques, and varied teaching approaches through instructor rotation. Evaluation was conducted through pre-tests and post-tests, direct observation of students’ reading performance, and assessment of participation and attendance. The results indicate a significant improvement in students’ Qur’anic reading skills, particularly in fluency, accuracy of pronunciation, and basic understanding of tajwid. This program is expected to serve as a sustainable model for improving Qur’anic literacy in Qur’anic learning institutions.

This study aims to evaluate the effectiveness of the Structural Analytic Synthetic (SAS) method in enhancing the early reading skills of first-grade students in Catholic Religious Education at SD YPPK Yohanes Paulus II Obaa, Mappi Regency, South Papua Province. The study employed a Classroom Action Research approach using a cyclical model comprising the stages of planning, implementation, observation, and reflection, conducted over two cycles. The research subjects consisted of 25 students, and data were collected through reading tests, classroom observations, and documentation. The results indicated a significant improvement in students’ early reading skills, with learning mastery increasing from 61% in the first cycle to 100% in the second cycle. This success was associated with the implementation of the SAS method through structured learning stages, progressing from sentences to words, syllables, and letters, accompanied by the use of varied media and intensive teacher guidance. In addition to improving reading skills, the SAS method was also found to enhance students’ interest, participation, and learning motivation. Therefore, the SAS method is recommended as an effective strategy for teaching early reading to young elementary school students, particularly within the context of Catholic Religious Education.

This study aims to examine the implementation of Qur’anic learning in improving early childhood students’ ability to read the Qur’an, as many young children are still not fluent in Qur’anic reading. The research was conducted at RA Qur’an Mayada. The focus of the study includes: (1) the educational concepts applied by the institution to enhance Qur’anic reading skills, (2) the strategies or programs used in Qur’anic reading instruction, (3) the implementation of Qur’anic learning in improving Qur’anic reading ability, and (4) the inhibiting factors and solutions in strengthening Qur’anic reading proficiency. This study employed a descriptive qualitative method through observation, interviews, and documentation. The results show that the institution develops an integrative curriculum using child-centered learning approaches, particularly through the methods of tilawah, talaqqi, tadarus, and educational games. The main challenges arise from differences in students’ abilities, limited learning time, and unequal family support. Solutions include increasing learning hours, maintaining intensive communication with parents, and providing regular teacher training.

Reading ability is a basic skill that plays a crucial role in the success of students' learning process. However, various studies indicate that the reading ability of junior high school students remains low. This study aims to analyze the reading ability of students at the UPT SMP Negeri 2 Mappakasunggu using Alfred Schutz's social phenomenology perspective. The research approach used was qualitative with descriptive methods. Data collection techniques included in-depth interviews, observation, and documentation of students and teachers. The results indicate that students' low reading ability is not solely caused by cognitive factors but is also influenced by subjective meanings formed through students' social experiences. The lack of a literacy culture in the family and school environment results in reading not being perceived as an important or enjoyable activity. Furthermore, the dominant use of gadgets for entertainment creates habits that reduce students' interest and concentration in reading texts. From Alfred Schutz's social phenomenology perspective, these conditions are related to students' lifeworlds and stock of knowledge, which shape their perspectives and actions toward reading. This study concludes that improving students' reading ability requires a comprehensive approach, taking into account experiences, social interactions, and the formation of meaning in reading in students' daily lives.

This study aims to describe the implementation of multisensory strategies in improving the early reading skills and comprehension of dyslexic children in grade 2 of Bugel 2 Public Elementary School. The subject of the study was a student with dyslexia characteristics who had shown difficulties in phonological aspects, letter recognition, reading syllables, and reading comprehension. The method used was direct observation using an early reading test instrument, a comprehension test, and a learning behavior observation sheet. The results showed that the implementation of multisensory strategies (Visual-Auditory-Kinesthetic-Tactile) through letter tracing activities, reading with the help of sounds, arranging letter cards, and reading together exercises was able to improve reading accuracy, strengthen letter-sound relationships, and foster students' self-confidence. Thus, multisensory strategies were proven effective in helping dyslexic children master early reading skills and comprehend simple texts. This study provides an important contribution to the development of more inclusive and effective teaching methods, especially for students with dyslexia, who require a more holistic and comprehensive approach to improve their literacy skills. As a suggestion, the implementation of this strategy can be expanded by involving more students and considering variations in the types of texts and teaching materials used.

This community service activity aims to improve the reading skills of students at SDK Solafide Setia Bonenggaya through the Aksara Class program, which provides additional fluent reading lessons. This program was initiated due to the persistently low reading skills of some early grade students, which impacts their understanding of the subject matter. The implementation method includes planning, implementation, and evaluation. The activity was carried out through intensive reading lessons using a phonics approach, repeated reading practice, individual mentoring, and the use of engaging and contextual learning media. Participants were early grade students experiencing reading difficulties. The results showed a significant improvement in students' reading skills, including letter recognition, word and sentence fluency, pronunciation accuracy, and simple reading comprehension. Furthermore, students also demonstrated increased learning motivation and confidence in reading in front of the class. Teachers and parents responded positively to the program, as it was seen as helping accelerate the mastery of basic reading skills. Thus, the Aksara Class program has proven effective as a learning assistance effort for students experiencing reading difficulties. This activity is expected to be implemented sustainably and replicated in other schools with similar conditions

Penelitian ini bertujuan untuk mengetahui efektivitas pendekatan kreatif dalam meningkatkan kemampuan numerasi, membaca, dan menulis anak di Pondok Baca Senja Papua Cerdas, Manokwari. Sasaran kegiatan adalah anak-anak usia sekolah dasar dan prasekolah yang aktif mengikuti kegiatan belajar di pondok baca tersebut. Metode yang digunakan adalah pendekatan kreatif melalui aktivitas bermain sambil belajar, media visual interaktif, serta kegiatan membaca dan menulis bersama yang menyenangkan. Data dikumpulkan melalui observasi langsung, catatan kegiatan, dan dokumentasi aktivitas belajar. Hasil pengabdian menunjukkan peningkatan kemampuan numerasi, membaca, dan menulis anak serta antusiasme yang lebih tinggi dalam mengikuti kegiatan. Temuan ini menunjukkan bahwa pendekatan kreatif efektif mendukung perkembangan numerasi dan literasi anak secara simultan.

Fifth grade students' consistently poor reading comprehension abilities, which impeded their overall academic development and participation in language acquisition, served as the driving force for this study. Using a comic assisted problem based learning (PBL) model, the study, which involved 39 students at SDN Purwamekar, aimed to improve learning activities in order to increase teacher and student participation and, eventually, improve fifth grade students' reading comprehension skills. By using comic strips to illustrate issues, this creative method made learning more engaging and accessible for younger students. In order to enable iterative improvements, the study was conducted over two cycles using classroom action research technique. Only 25% of students (eight people) successfully completed the learning objectives in the first cycle, according to preliminary findings, while 75% (24 students) failed, suggesting difficulties with student motivation and comprehension. This led to changes like improving comic material and fostering more cooperative conversations. Significant progress was seen by the second cycle, with 30 students meeting the completion criteria and only four falling short of the objectives, indicating improved engagement and skill growth. In conclusion, the comic assisted PBL model effectively boosted reading comprehension skills among fifth grade students. The research underscores the value of integrating visual aids and problem solving in education, offering practical insights for teachers to create more dynamic classrooms. Nonetheless, factors like time constraints and resource availability warrant further exploration to ensure sustainable implementation in diverse educational settings.

The core issue of this study focuses on the impact of media featuring illustrated words on the pre-reading skills of children in group B at TK Insan Cemerlang in Makassar City. The aim of this research is to determine the extent to which illustrated word media affects the pre-reading abilities of children in group B at the preschool. The methodology employed in this study involves conducting an experiment with a single group design, which includes both pre-tests and post-tests. he research sample is made up of 14 children from the B2 class at TK Insan Cemerlan To gather data, the researcher implemented a checklist technique to assess pre-reading development. Data collection methods included observation, interviews, and documentation. Data analysis was conducted utilizing the Wilcoxon Signed Rank Test, assisted by IBM SPSS 25 software. The findings of the study indicate a significant effect on children's pre-reading skills after they were exposed to the illustrated word media. The average score for the pre-test was 5. 5, while the average score for the post-test rose to 13. Analysis of the data using the Wilcoxon Signed Rank Test yielded an Asymp. sig (2-tailed) value of 0. 01, indicating a probability below 0. 05.

This study aims to describe the effectiveness of tajwid learning and its influence on the Qur’an reading ability of grade XII RPL 2 students at SMKN 1 Wonosobo. The research employs a qualitative method with a descriptive-analytical approach. Data were collected through classroom observation and interviews with both the teacher and selected students. The findings indicate that the tajwid learning process in grade XII RPL 2 has been quite effective, as it is conducted in accordance with the established rules of tajwid. The use of varied teaching methods, particularly those emphasizing reading practice, has positively influenced students’ ability to recite the Qur’an correctly. Most students are able to read fluently, observe the proper length of vowels, and articulate the letters according to their correct makhraj. Nevertheless, a small number of students have not yet fully mastered the application of makharijul letters consistently, thus requiring further guidance and practice. Overall, tajwid learning in this class contributes significantly to the improvement of Qur’an reading skills, both in terms of fluency and accuracy. Furthermore, this study highlights that mastery of tajwid is crucial for preserving the authenticity of Qur’anic recitation as well as enhancing students’ understanding and appreciation of the Qur’an. Therefore, tajwid instruction not only develops technical reading skills but also plays an important role in fostering religious and spiritual values among learners.