Strategies of BTHQ Teachers in Improving the Quranic Literacy Skills of Grade V Students at SD Al-Qur'an Wahdah Islamiyah 02 Makassar

Abstract

Al-Qur’an literacy is an essential competence that needs to be developed from elementary education; however, differences in students’ abilities require learning strategies that are adapted to their needs. This study aims to examine the strategies employed by BTHQ teachers in developing the Qur’anic literacy skills of fifth-grade students at SD Al-Qur’an Wahdah Islamiyah 02 Makassar, identify the development of students’ Qur’anic literacy skills, and identify the supporting and inhibiting factors in the implementation of BTHQ learning. This study employed a descriptive qualitative approach. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing. The findings show that BTHQ teachers implemented learning strategies through lesson planning, halaqah, Wafa, Dirosa, talaqqi, repeated reading practice (drill), individual guidance, religious motivation, and continuous evaluation. The development of students’ Qur’anic literacy skills was identified through observations, interviews, and learning evaluations, particularly in reading fluency, makhraj and tajwid accuracy, memorization, murojaah, and Qur’anic writing. However, the development occurred gradually and differed among students. Supporting factors included school support, teacher competence, learning methods and media, facilities, parental cooperation, and student motivation. Inhibiting factors included differences in students’ abilities, limited concentration, difficulties in memorization and murojaah, insufficient home practice, and learning boredom. The findings indicate that the implementation of BTHQ strategies was adapted to students’ conditions and supported the ongoing development of Qur’anic literacy skills.