Osly, Khairul (2021) Pembelajaran Alquran Metode Tilawati, Qiraati dan Ummi (Studi pada TK/TPA Unit 081 Al-Falah Banjarbaru, SDIT Insantama Banjarbaru dan SDIT Ukhuwah Banjarmasin. Tesis, Pascasarjana.

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ABSTRAK

Keywords : Learning the Quran, Tilawati, Qiraati, Ummi This research is based on the methods of Tilawati, Qiraati, and Ummi as teaching methods of Quran that offer an easy, effective and efficient Quran learning system. These three methods combine classical and private teaching methods equipped with various learning media and are taught in the rhythm of the tartil song. Through these three methods, teacher will have solutions in improving the quality of Quran education through training and development of each branch in the region so that the emergence of high quality santri/students can be expected. The type of this research is field research, namely research by going directly to the research location to observe and obtain information about "Learning the Quran with the Tilawati, Qiraati and Ummi Methods (Study at TK/TPA Unit 081 Al-Falah Banjarbaru, SDIT Insantama Banjarbaru and SDIT Ukhuwah Banjarmasin)”. This field research is descriptive in nature, while the approach in this research is qualitative. The results of this study indicate that the learning system of the Tilawati, Qiraati and Ummi methods uses 6 volumes of basic books and teaching aids, while the Tilawati method adds supporting books for letter recognition, Kitabati books, learning recitation, faith and worship, Qiraati method adds juz 27 and gharib and recitation volumes, and the Ummi method also adds gharib and recitation volumes. The procedure of these three methods uses classical and individual techniques. The qualifications of teachers of these three methods must follow standardization and certification to get a certificate or syahadah. Evaluation is carried out every volume change. The Tilawati learning process consists of an initial 15-minute activity containing reading props, a core activity of 30 minutes of individual learning by way of students taking turns reading in a circle, a 20-minute final activity containing additional lessons in either recitation, creed or worship. The Qiraati method is divided into 15 minutes of initial activities containing reading prayers, short suras and prayer readings, the core activity of reading 15 minutes of demonstrations and 15 minutes of individual deposits. The Ummi method consists of an initial 15-minute activity containing individual classics and reading and listening classics, a core activity of 30 minutes of private/individual learning and a 15-minute closing activity filled with pure reading and memorizing classics. The problem with Tilawati's method is the different abilities of children, and the capacity and quality of the teaching staff, both in terms of reading and mastery of classroom management. Learning the Qiraati method has problems because SDIT Insantama Banjarbaru is the only school that applies the Qiraati method so that new students have no basis and they are confused when following the Koran lesson with this method. The obstacles encountered by the Ummi method are active children, inactive children (moody/silent) and late children will greatly affect the success of Ummi's learning method.

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