Revitalizing Tajwid Instruction through Matn al-Jazariyah: Strengthening Qur'anic Recitation Competence among TPQ Learners from an Islamic Education Perspective

Abstract

The study of classical tajwid texts in non-formal Qur'anic education is important because it connects the transmission of Islamic scholarly traditions with the learning needs of children in community-based institutions. This study analyzes a Matn al-Jazariyah-based model of tajwid instruction at TPQ Hadyul Qur'an, Pagesangan Barat, Mataram, focusing on instructional planning, implementation, challenges, solutions, and its contribution to improving learners' Qur'anic recitation. The study employed a descriptive qualitative field-research design. Data were collected through observation, interviews, and documentation and were analyzed through data reduction, data display, and conclusion drawing. Trustworthiness was maintained through persistent observation and source and technique triangulation. The findings reveal three main points. First, instruction was planned by formulating objectives, selecting materials and methods, and designing assessments oriented toward accurate articulation points and the proper realization of letter characteristics. Second, implementation integrated whole-class recitation, talaqqi, memorization recitation, question-and-answer activities, drills, and oral assessment across opening, core, and closing stages. Third, instructional challenges arose from differences in learners' abilities, health conditions, concentration, parental support, and the surrounding environment. These challenges were addressed through individualized assistance, repeated practice, curriculum revision, parental collaboration, and more frequent assessment. The study proposes a classical-text-based tajwid pedagogy that integrates textual authority, age-appropriate adaptation, oral practice, authentic assessment, and differentiated support. This model is relevant to strengthening Qur'anic education in TPQ institutions because it preserves the continuity of Islamic scholarly traditions while responding to contextual learning needs.