Islamic Education Teachers’ Strategies for Improving Students’ Qur’an Reading Skills at SMA Negeri 3 Poso

Abstract

Islamic Religious Education (PAI) teachers’ strategies play an important role in improving students’ Qur’an reading skills. This study aims to examine what strategies are employed by PAI teachers and how they are implemented to improve students’ Qur’an reading skills at SMA Negeri 3 Poso through the Dirosa method. Given the relatively low awareness among some students of the importance of Qur’an reading skills, this study examines the implementation of the Dirosa method in a senior secondary school setting. This study employed field research using a qualitative approach. Data were collected through observation, interviews, and documentation. The data were analyzed inductively through three stages: data reduction, data presentation, and data verification. The findings reveal that: (1) students’ initial Qur’an reading abilities at SMA Negeri 3 Poso varied in terms of skill level and understanding. While some students demonstrated good reading abilities, others required additional attention and practice. Reading speed, fluency, application of tajwid rules, and understanding of Qur’anic verses remained areas requiring improvement; (2) the PAI teachers’ strategy for improving students’ Qur’an reading skills involved utilizing and maximizing 15–20 minutes before the beginning of lessons for students to read the Qur’an; and (3) the strategy was effective in improving students’ ability to understand and read the Qur’an, as indicated by significant improvements following the implementation of the Dirosa method by PAI teachers. Based on these findings, the study recommends that school principals, PAI teachers, students, and other stakeholders maintain and sustain the effective implementation of the Dirosa method.