Implementation of the Iqra’ Method to Improve Qur’an Reading Skills at Rahmah Al-Asri Qur’anic Education Center, Unit 267, Basirih Selatan Subdistrict, Banjarmasin

Abstract

This study aims to analyze the implementation of the Iqra’ method in improving Qur’anic reading skills among students at TPA Rahmah Al-Asri Unit 267, Basirih Selatan, Banjarmasin, and to examine the supporting and inhibiting factors influencing its implementation. This study employed a qualitative field research approach. Data were collected through observation, semi-structured interviews, and documentation involving the unit head, teachers, and students. The data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that the Iqra’ method is implemented systematically through a gradual learning sequence from Volume 1 to Volume 6, supported by the CBSA approach, individual instruction, question-and-answer activities, direct assessment, repetition, and memorization. The effectiveness of implementation is supported by teacher commitment and patience, parental involvement, student rewards, and adequate learning facilities, while limited concentration, boredom, and students’ tendency to play constitute major challenges. The novelty of this study lies in identifying the Iqra’ method as a structured, individualized, and evaluative learning model that integrates gradual mastery with continuous reinforcement in a community-based Qur’anic education setting. These findings demonstrate that the Iqra’ method can effectively facilitate hijaiyah recognition and progressively strengthen students’ Qur’anic reading skills