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• W4292985782 abstract "This research aims to classify the students' ability to read al-Qur'an in educational institutions. They play an essential role in improving their ability. It applied a qualitative descriptive method. Furthermore, the respondents were 1391 from 37 junior and senior high schools in Indonesia. The data then were analyzed using the Miles Huberman model with data condensation. The results showed that the classification of the ability to read al-Qur'an was divided into six indicators is 1) introducing hijaiyah letters; 2) sifatul huruf; 3) makharijul huruf; 4) tajwid; 5) tartil, and 6) the adab of reading al-Qur'an. The role of institutions in improving the competence of reading al-Qur'an based on existing indicators has different levels. Formal institutions contributed15%, and non-formal institutions 16%. Informal institutions play more roles than other institutions. It was 26%. Thus, the development and strengthening of education based on a particular curriculum for learning the Qur'an is essential to align the standards of students' ability to read al-Qur'an. Hence, each educational institution can strengthen its role in managing the learning of al-Qur'an better. Penelitian ini bertujuan untuk mengklasifikasikan kemampuan membaca al-Qur'an peserta didik melalui peran lembaga pendidikan. Lembaga pendidikan mempunyai peranan penting dalam meningkatkan kemampuan membaca Al-Qur’an. Penelitian ini menggunakan metode deskriptif kualitatif. Jumlah responden adalah 1.391 dari 37 SMP dan SMA di Indonesia. Data tersebut kemudian dianalisis menggunakan model Miles Huberman dengan kondensasi data. Hasil penelitian menunjukkan bahwa klasifikasi kemampuan membaca al-Qur'an terbagi menjadi enam indikator, yaitu 1) mengenalkan hijaiyah huruf; 2) sifatul huruf; 3) makharijul huruf; 4) tajwid; 5) tartil, dan 6) adab membaca al-Qur'an. Sedangkan peran lembaga dalam meningkatkan kompetensi membaca al-Qur'an berdasarkan indikator yang ada memiliki tingkatan yang berbeda-beda. Lembaga formal memiliki peran 15%, lembaga non-formal sebesar 16%, dan lembaga informal memberikan peran lebih dibandingkan lembaga lain yaitu sebesar 26%. Dengan demikian, pengembangan dan penguatan pendidikan berbasis kurikulum tertentu untuk pembelajaran Al-Qur'an sangat diperlukan untuk menyelaraskan standar kemampuan membaca Al-Qur'an peserta didik, sehingga setiap lembaga pendidikan dapat memperkuat perannya dalam mengelola pembelajaran al-Qur'an dengan lebih baik." @default.
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• W4292985782 date "2021-12-02" @default.
• W4292985782 modified "2023-09-30" @default.
• W4292985782 title "Classification of Indonesian Students’ Ability to Read Al-Qur'an: The Role of Educational Institutions" @default.
• W4292985782 doi "https://doi.org/10.21154/cendekia.v19i2.3027" @default.
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