PEMAHAMAN GURU PAI TERHADAP PRINSIP IQRA’ DAN IMPLEMENTASINYA DALAM PEMBELAJARAN AL-QUR’AN DI SD: SINTESIS LITERATUR

Abstract

ABSTRACT

Teaching Qur'anic recitation in primary schools requires an instructional framework that is not only structured, but also responsive to variations in students' learning readiness. This qualitative study aims to synthesize the principles of the Iqra' method, the competencies of Islamic Religious Education (PAI) teachers, and their implementation in teaching Qur'anic recitation at the primary school level (SD/MI). Data collection was carried out through a systematic literature search on Google Scholar, DOAJ, and SINTA, yielding 11 relevant scientific articles along with the primary reference module authored by As’ad Humam. Thematic analysis was applied to extract data based on seven core principles of Iqra'. The findings confirm that direct reading activities, makhraj demonstrations, immediate feedback, and material differentiation represent the most dominant form of teacher actions in the classroom. The Iqra' strategy is executed individually as well as in groups by integrating talaqqi, sorogan, and peer teaching approaches, alongside visual media stimulation. Nevertheless, existing literature predominantly records teachers' operational actions rather than revealing the philosophical awareness underlying their pedagogical decisions. This study emphasizes the importance of aligning the conceptual understanding of Iqra' principles with teachers' practical skills to ensure the sustainable achievement of students' articulatory accuracy.

ABSTRAK

Pengajaran membaca Al-Qur’an di sekolah dasar memerlukan kerangka instruksional yang tidak hanya terstruktur, tetapi juga responsif terhadap variasi kesiapan belajar siswa. Penelitian kualitatif ini bertujuan menyintesis prinsip metode Iqra’, kompetensi guru Pendidikan Agama Islam (PAI), dan penerapannya dalam pembelajaran membaca Al-Qur’an di tingkat SD/MI. Pengumpulan data dilaksanakan melalui penelusuran pustaka sistematis pada Google Scholar, DOAJ, dan SINTA, menghasilkan 11 artikel ilmiah relevan serta modul rujukan utama karya As’ad Humam. Analisis tematik diaplikasikan untuk mengekstraksi data berdasarkan tujuh kaidah utama Iqra’. Temuan mengonfirmasi bahwa aktivitas membaca langsung, peragaan makhraj, koreksi seketika (immediate feedback), dan diferensiasi materi merupakan bentuk tindakan guru yang paling dominan di kelas. Strategi Iqra’ dieksekusi secara individual maupun kelompok dengan mengintegrasikan pendekatan talaqqi, sorogan, peer teaching, serta stimulasi media visual. Kendati demikian, literatur yang ada masih dominan merekam tindakan operasional guru ketimbang mengungkap kesadaran filosofis di balik keputusan pedagogisnya. Penelitian ini menegaskan pentingnya menyelaraskan pemahaman konseptual prinsip Iqra’ dengan keterampilan aplikatif guru guna menjamin pencapaian ketepatan artikulasi siswa secara berkelanjutan.