ABSTRAK
Nurrafidah, Farida. 2017. Efektivitas Pembelajaran Dengan Metode Tahfizh Qur’an Tematik (TQT) Di Bait Al-Hikmah. Skripsi, Jurusan Pendidikan Luar Sekolah, Fakultas Ilmu Pendidikan, Universitas Negeri Malang. Pembimbing: (I) Drs. Imam Hambali, M. Pd., (II) Drs. M. Ihsom Ihsan, M.Pd.
Kata kunci: pembelajaran, metode, dan Tahfizh Qur’an Tematik (TQT).
Nurrafidah, Farida. 2017. Learning Effectivity with Tahfizh Qur’an Tematik (TQT) Method in Bait Al-Hikmah. Skripsi, Nonformal Education Program, Educational of Faculty, State University of Malang. Advisor: (I) Drs. Imam Hambali, M.Pd., (II) Drs. M. Ihsom Ihsan, M.Pd. Keywords: Learning, method, Tahfizh Qur’an Tematik (TQT)
Tahfizh Qur’an Tematik (TQT) merupakan metode menghafal Al-Qur’an bertujuan mengutamakan hafalan dan pemahaman ayat yang didasarkan pada tema atau kisah didalam Al-Qur’an dengan mengadopsi metode tafsir Maudlu’i yaitu penafsiran Al-Al-Qur’an berdasarkan tema. Dalam penerapannya, metode TQT didukung dengan pembelajaran konteksual yang menekankan siswa aktif, inovatif dan menyenangkan guna menunjang keefektivan pada hafalan dan pemahaman.
Tahfizh Qur’an Tematik (TQT) is method to memorizing Al-Qur’an with the important purpose to memorize and understand text (ayat) that based on themes or story inside of Al-Qur’an. It is adopted from Maudlu’i method which is explanation Al-Qur’an based on theme. In application, TQT method was supported from contextual learning that makes student be an active, inovative, and fun.
Penelitian ini bertujuan untuk mengetahui dan mendiskripsikan tentang keefektifan pembelajaran dengan menerapkan metode Tahfizh Qur’an Tematik (TQT) di Bait Al-Hikmah. Pembelajaran TQT dikatakan efektif apabila siswa dapat menghafalkan ayat dan memahami kata kunci seusai kegiatan pembelajaran. Penelitian ini dapat berguna bagi penggagas, tutor, pengelola, dan bagi peneliti lain. Penelitian ini menggunakan mendekatan kualitatif dengan jenis penelitian evaluatif (Goal Free Evaluation). Subjek penelitian ini adalah 4 informan yang merupakan penggagas dan 3 tutor. Pengumpulan data dilakukan dengan teknik observasi, wawancara, dan dokumentasi selanjutnya dianalisis dengan menggunakan model analisis data kualitatif Miles dan Hubberman. Pengecekan keabsahan temuan dilakukan dengan kriteria kepercayaan (credibility) dengan teknik pemeriksaan trianggulasi data dan member chek.
The purpose of the research is to know and describe about learning effectively with TQT method in Bait Al-Hikmah. TQT Learning is having success if students be able to memorize and understand keywords. This research has used for founder, tutor, organizer, and other researcher. It made with qualitative approach (goal free evaluation). Subjects of research were taken by founder and three tutors. Data were collected with observation, interview, and documentation. It is analyzed with Miles and Hubberman qualitative method; the validity were checked by credibility, triangulation tehnique, and member check.
penuntunan hafalan (talqin) dari satu siswa ke siswa lain secara bersambung dilanjutkan dengan pemahaman kata kunci dari masing-masing ayat sehingga siswa lebih cepat hafal dan faham, (b) kecepatan menghafal dan memahami pada siswa dengan waktu singkat yaitu 2 kali pertemuan dalam satu minggu dan pada masing-masing pertemuan selama 90 menit, (c) pembelajaran aktif, inovatif dan menyenangkan sehingga siswa tidak merasa terbebani, (d) sedangkan pendukung pembelajaran metode TQT ini dimulai dari yang mudah, yang disenangi, materi yang sesuai dengan perkembangan siswa serta didukung dengan metode dan teknik pembelajaran yang menyenangkan sehingga dapat mendukung hafalan dan pemahaman ayat dari tema-tema yang diajarkan dengan keefektifan yang lebih baik pada sisi hafalan, pemahaman ayat yang dihafalkan, waktu yang singkat, kesesuaian materi dan metode yang diterapkan pada siswa. Saran dari penelitian ini bahwa pembelajaran dengan metode TQT dijadikan rekomendasi untuk kegiatan penelitian selanjutnya tentang keseuaian tahapan pembelajaran Al-Qur’an dengan TQT dan keterkaitan pembelajaran TQT dengan pembelajaran kontekstual.
Result showed that TQT learning is an effective method, it has represented from: (a) learning process has focused on guidance memorize (talqin) from student to other students, so students be able to fast learning by the keywords, (b) the process needs twice a week to learn, usually with us 90 minutes in each time, has been faster than traditional method, (c) active, innovative and fun learning made students enthusiastic, (d) in addition, the proponents learning such as book, method, and fun learning could support to memorize and understand of text.
ABSTRAC
Nurrafidah, Farida. 2017. Learning Effectivity with Tahfizh Qur’an Tematik (TQT) Method in Bait Al-Hikmah. Skripsi, Nonformal Education Program, Educational of Faculty, State University of Malang. (I) Drs. Imam Hambali, M.Pd., (II) Drs. M. Ihsom Ihsan, M.Pd.
Keywords: Learning, method, Tahfizh Qur’an Tematik (TQT)
Tahfizh Qur’an Tematik (TQT) is method to memorizing Al-Qur’an with the important purpose to memorize and understand text (ayat) that based on themes or story inside of Al-Qur’an. It is adopted from Maudlu’i method which is explanation Al-Qur’an based on theme. In application, TQT method was supported from contextual learning that makes student be an active, inovative, and fun.
The purpose of the research is to know and describe about learning effectively with TQT method in Bait Al-Hikmah. TQT Learning is having success if students be able to memorize and understand keywords. This research has used for founder, tutor, organizer, and other researcher. It made with qualitative approach (goal free evaluation). Subjects of research were taken by founder and three tutors. Data were collected with observation, interview, and documentation. It is analyzed with Miles and Hubberman qualitative method; the validity were checked by credibility, triangulation tehnique, and member check.
Result showed that TQT learning is an effective method, it has represented from: (a) learning process has focused on guidance memorize (talqin) from student to other students, so students be able to fast learning by the keywords, (b) the process needs twice a week to learn, usually with us 90 minutes in each time, has been faster than traditional method, (c) active, innovative and fun learning made students enthusiastic, (d) in addition, the proponents learning such as book, method, and fun learning could support to memorize and understand of text.
