View of Tahsin Method as an Effort of Islamic Religious Education Teachers in Facing Learning Loss

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Received:

2022-08-24

Accepted:

2022-11-29

Published:

2023-01-30 DOI: https://doi.org/10.33367/ijies.v5i2.2911

Indonesian Journal of Islamic Education Studies (IJIES) Volume 5 (2), December 2022

180

Tahsin Method as an Effort of Islamic Religious Education Teachers in Facing Learning Loss

Nurul Hikmah,^1* Mualimin Mualimin

1IAIN Palangka Raya, Indonesia, ²Sakarya University Serdivan, Turkey

1nurulhikmah@iain-palangkaraya.ac.id, ¹mualimin.mualimin@ogr.sakarya.edu.tr

*Corresponding Author

Abstract

This study aims to determine the tahsin method as an effort of Islamic religious education teachers have made at public elementary schools (Sekolah Dasar Negeri, SDN) in Palangka Raya City to deal with learning loss by reciting the Quran post-online learning. The research method was qualitative research with a case study approach. Data collection techniques used interviews, observation, and documentation. The study results showed that the efforts made by Islamic religious education (Pendidikan Agama Islam, PAI) teachers were to provide intensive guidance to students to improve makharijul letters and tajwid from memorizing short surahs that should have been mastered. During online learning, the students were only asked to give memorization via video, and then the teacher gave comments regarding their reading. However, it was less effective in improving their memorization reading of makharijul letters and tajwid. This ability was missing in the PAI subject. So the effort in the form of intensive guidance by using the Quran tahsin method was carried out to repair learning loss or lost abilities in students.

Keywords: Islamic Religious Education Teacher, Learning Loss, Post Online Learning, Quran Learning, Tahsin Method

Introduction

The learning loss situation in the current era's new normal triggers the emergence of various academic solutions offered through scientific research, such as Okoye's research which offers a solution to the problem of learning loss through the application of technology-based learning media.¹ These findings, especially considering the current reality that the Covid-19 pandemic has had consequences for the design of delivering learning messages from teachers to students who rely heavily on e-learning based on information technology and the internet. Although in other studies, it was found that e- learning is not the only factor that triggers learning loss but is more triggered by the

1 Kingsley Okoye et al., “Technology-Mediated Teaching and Learning Process: A Conceptual Study of Educators’ Response amidst the Covid-19 Pandemic,” Education and Information Technologies 26, no. 6 (November 1, 2021): 7225–57, https://doi.org/10.1007/s10639-021-10527-x.

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cessation of the educational process due to interruptions in learning instructions. The results of Skar's research show that students' decreased writing ability is caused by the cessation of the learning process in class and replaced by distance learning during the Covid-19 pandemic.²

Muzdalifa argues that learning loss is a condition of loss of knowledge and skills in academic development due to the cessation of educational learning activities.³ That happened, of course, due to online learning for approximately two years. A real example of learning loss can be seen in students' reading and arithmetic ability, which is significantly reduced. So there needs to be a re-adjustment of the curriculum when schools reopen.⁴ Besides the ability to read and count, another ability that is missing after online schooling is the ability of students to recite the Quran, as happened at one of the public elementary schools (Sekolah Dasar Negeri, SDN) in Palangka Raya City in Islamic religious education (Pendidikan Agama Islam, PAI) subjects.

From March 2020 to February 2022, the learning process was carried out online or in a network. Learning is done through Zoom, Google Meet, and WhatsApp groups. At SDN XX Palangka Raya City, especially in the PAI subject, the media often used in online learning is WhatsApp groups. Technological sophistication can be utilized so that the learning process can take place anytime and anywhere. However, it is undoubtedly a very difference between online learning and face-to-face learning. Many competencies are lost during online learning. It can be seen in the 100% face-to-face learning process in the new 2022/2023 academic year.

Based on the interview results with Islamic religious education teachers at SDN XX Palangka Raya city stated that the implication during online school in Islamic religious education subjects was the loss of students' ability or learning loss in the ability to recite the Quran. Especially in the pronunciation of makharijul letters and the application of tajwid in reciting short surahs in the Quran. Based on the results of interviews with Islamic Education teachers at SDN XX Palangka Raya City, for grade 4 students, the short surahs

2 Gustaf Bernhard Uno Skar, Steve Graham, and Alan Huebner, “Learning Loss During the COVID-19 Pandemic and the Impact of Emergency Remote Instruction on First Grade Students’ Writing: A Natural Experiment,” Journal of Educational Psychology 114, no. 7 (October 21, 2021): 1553–66, https://doi.org/10.1037/edu0000701.

3 Eva Muzdalifa, “Learning Loss Sebagai Dampak Pembelajaran Online Saat Kembali Tatap Muka Pasca Pandemi Covid 19,” Guau: Jurnal Pendidikan Profesi Guru Agama Islam 2, no. 1 (June 13, 2022): 187–92, http://studentjournal.iaincurup.ac.id/index.php/guau/article/view/152.

4 Rozzi Fatahillah, “Perilaku Organisasi Dan Efektivitas Kepemimpinan Kyai Di Pondok Pesantren Dalam Mengantisipasi Learning Loss Di Masa Pandemi.,” Tsaqofah: Jurnal Pendidikan Islam 5, no. 1 (February 15, 2021): 55–74, https://jurnal.stitalishlahbondowoso.ac.id/index.php/tsaqofah/article/view/4.

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that are studied and should have been memorized are surahs Al-Falaq, Al-Ma'un and Al- Fil, as stated in the first-semester syllabus with essential competencies "3.6 knowing Q.S.

Al-Falaq, Al-Ma'un and Al-Fil properly and correctly. KD 4.6.1 recite Q.S. Al-Falaq, Al- Ma'un and Al-Fil with tartil. KD 4.6.3 shows memorizing Q.S. Al-Falaq, Al-Ma'un and Al-Fil correctly."

Students in class IV already memorized the two surahs when learning was online.

Students are asked to memorize and send a memorization video via WhatsApp group. At the face-to-face meeting for the 2022/2023 academic year, students in grade IV who then moved on to grade V memorizing surahs Al-Falaq and Al-Fiil were tested again by the Islamic education teacher. The test results showed that the students still memorized the two surahs. However, they still had not applied the rules of tajwid when memorizing them, so the pronunciation of the makharijul letters, nun sukun (ْ ن), and also mad was still not appropriate. Makharijul letters are places where letters come out. For example, the pronunciation of the letter ain (ع) is read as alif (ا), tsa (ث) is read as the letter sa (س), and sya (ش) is read as the letter sa (س) in surah Al-Falaq. The letter tho (ط) is read like the letter ta (ت), the letter fa (ف) is read pa, and the letter ja (ج) is read like the letter za (ظ) in sura Al-Fiil.

Hasanah revealed, "in reciting the Quran, children should first be able to distinguish the sound of the hijaiyah letters, which are almost the same, which is the places where the letters come out when they sound them. Nineteen of these letters are divided into five places or mawadhi (maudhi-maudhi). The location of the makhraj-makhraj letters, which are: 1) maudhi-jauf means the place of makhraj, which is in the oral cavity; 2) maudhi halq (in the esophagus); 3) maudhi-oral (on the tongue), 4) maudhi -syafatain (on the two lips), 5) maudhi-khaisyum (on the bridge of the nose)".⁵

In addition to pronouncing the makhrijul letters, errors occur when reciting Qalqalah, which should be recited bouncing and not bouncing. Errors also occur when reciting mad, which should only be read two vowels but is read more, or vice versa. Error when reciting the nun sukun (ْ ن) and mim sukun ( ْ م). For example, when the letter nun sukun (ْ ن) meets the letter ikhfa "syin" (ش) in surah Al-Falaq verses 2 to 5, it is recited clearly, which should be vague. Likewise, when the nun sukun (ْ ن) meets mim (م), they do not recite it with a buzz but clearly. So, improving students' recitation of the Quran

5 Uswatun Hasanah et al., “Peningkatan Kemampuan Membaca Al Qur’an Melalui Pengenalan Makhorijul Huruf Pada Anak Menggunakan Metode Sorogan,” Al-Din: Jurnal Dakwah dan Sosial Keagamaan 6, no. 2 (December 31, 2020), https://doi.org/10.35673/ajdsk.v6i2.1133.

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concerning their knowledge of tajwid is essential. This reason is the background for Islamic religious teachers at SDN XX in Palangka Raya City to apply the tahsin method to improve students' lost competence in reciting and memorizing the Quran after online schooling.

Previous studies have shown that the Quran tahsin method has been widely used to improve Quran reciting. Nurkarima's research analyses the management of tahsin learning at an integrated junior high school (SMPIT) Qordova Rancaekek. The research results showed that tahsin learning needs to be planned, implemented and evaluated.⁶ However, from previous research, the tahsin method was used to improve Quran reciting before the Covid-19 pandemic. Meanwhile, no research shows that the Quran tahsin method deals with learning loss after online schooling. Therefore, this research aims to describe the tahsin method used by Islamic Religious Education teachers to deal with learning loss in reciting the Quran in online learning.

Methods

This study uses qualitative research with a case study research approach. "Case study is a series of scientific activities carried out intensively, in detail and depth about a program, event and activity, both at the level of an individual, group of people, institution or organization to gain in-depth knowledge about the event."⁷ The event that was examined was the loss of students' ability to recite the Quran in students at SDN XX Palangka Raya City. The activities studied are related to the tahsin method used by PAI teachers to deal with learning loss in reciting the Quran at SDN XX Palangka Raya City. Data collection was carried out in June and August 2022 through interviews, observation and document analysis.

The informants in this study were the school principal, 1 PAI teacher, ten fifth- grade students, and parents. The analysis technique used is descriptive, meaning that researchers are trying to describe the data collected related to the tahsin method used by PAI teachers in dealing with learning loss in reciting the Quran after online schooling. The data analysis begins with reviewing all data obtained from interviews, observation and

6 Rima Nurkarima, Erhamwilda Erhamwilda, and Ikin Asikin, “Analisis Pengelolaan Pembelajaran Tahsin dan Tahfidz Al-Qur’an dengan Metode Talaqqi Di Kelas VIII SMPIT Qordova Rancaekek Bandung,”

Prosiding Pendidikan Agama Islam 1, no. 2 (August 19, 2015): 163–73, https://doi.org/10.29313/.v0i0.2306.

7 Mudjia Rahardjo, “Studi kasus dalam penelitian kualitatif: konsep dan prosedurnya,” Teaching Resources, 2017, http://repository.uin-malang.ac.id/1104/.

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documentation. Then the data was arranged systematically to be easier to understand and interpret. Furthermore, the data were grouped based on specific categories. As revealed by Miles, it includes four components: data collection, data reduction, data presentation, and conclusion.⁸

Discussion

Learning Loss in Islamic Religious Education Subjects

Learning loss or loss of learning is a condition in which students lose their abilities or competencies due to the cessation of learning. The missing ability or competence after online school in PAI learning at SDN XX Palangka Raya City is the ability of students to recite and memorize short surahs in the Quran properly and correctly. Students are still not correctly pronouncing the makharijul letters when reciting and memorizing short surahs in the Quran, surah Al-Falaq and Al-Fiil. For example, the pronunciation of the letter ain (ع) is recited as the letter alif (ا), the letter tsa (ث) is recited as the letter sa (س), and the letter sya (ش) is recited as the letter sa (س) in surah Al-Falaq. The letter tho (ط) is recited like the letter ta (ت), the letter fa (ف) is recited pa, and the letter ja (ج) is recited like the letter za (ظ) in surah Al-Fiil.

Apart from not being precise in reciting the makharijul letters, the students have not applied the rules of tajwid when reciting and memorizing surah Al-Falaq and surah Al- Fiil. According to the Institute for Islamic Studies and Personality Development (LSIPK) Unisba, tajwid is "knowledge about the rules and ways to read the Quran as well as possible.⁹ When reciting surah Al-Falaq, students have not applied the legal rules of reciting Qalqalah at the end of each verse. The sound of the Qalqalah reciting should be reflected, but students usually recite it without being reflected. In the rules of the science of tajwid, Qalqalah is to reflect the sound of reading the letters Qalqalah, which have the vowel sukun or are recited sukun because it is waqaf. There are five Qalqalah letters, ba (ب), jim (ج), dal (د), tha (ط), and qaf (ق). There are three Qalqalah letters contained in surah Al-Falaq, which are qaf (ق) at the end of verses 1 and 2, ba (ب) at the end of verses 3, and dal (د) at the end of verses 4-5.

8 Matthew B. Miles, A. M. Huberman, and Johnny Saldaña, Qualitative Data Analysis: A Methods Sourcebook, Third edition (Thousand Oaks, California: SAGE Publications, Inc, 2014), 10–12.

9 Tata Fathurrohman et al., Panduan Praktis Membaca Al-Quran Untuk Pemula (Edisi Revisi) (Bandung:

Lembaga Studi Islam dan Pengembangan Kepribadian (LSIPK) Universitas Islam Bandung, 2020), 4, http://repository.unisba.ac.id:8080/xmlui/handle/123456789/27720.

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Students still do not recite the ikhfa reciting law correctly contained in surah Al- Falaq. When nun sukun (ْ ن) meets the letter ش, the students recite it clearly. Based on the tajwid of recitation, it should be recited faintly when a nun sukun (ْ ن) meets the letter ش. In addition, students are still not precise in reciting the mad contained in surah Al-Falaq and surah Al-Fiil. Mad thobii', which should be recited in two vowels, is read in more than two vowels, as contained in surah Al-Fiil verse 1 in the sentence ِْباَح صَأِب and the sentence َْليِباَبَأ.

The Quran is the holy book of Muslims revealed to the Prophet Muhammad Saw gradually. The Quran can be taught by reading, writing and memorizing.¹⁰ Muslims are the people of the Prophet Muhammad who were given convenience in memorizing the Quran.¹¹ Therefore, studying the Quran should be done correctly according to the rules of tajwid because the Quran is a guide and guidance for human life.¹²

Learning loss is an obstacle that must be faced after going online for about two years since the Covid-19 pandemic hit. To deal with learning loss in learning Islamic religious education, PAI teachers make efforts to improve. The improvement efforts made are by using the Quran tahsin method. Quoting from an article by Muzdalifa, "factors causing learning loss in students include the following: 1). The vacation period is too long, most

students will forget about school-related matters. However, this can cause learning loss; 2) Gap-year students stay in class for a certain duration, and students' memory of the subject matter will become fad slowly; 3) leave/drop out of school; due to not receiving proper education for a certain duration, students' ability to learn will be reduced; 4) Less effective teaching. Students who have teachers with poor quality and ineffective teaching methods will find it relatively more difficult to reach a certain level of understanding; 5) The Covid- 19 pandemic. During the Covid-19 pandemic, face-to-face educational activities at schools switched to being online. This condition is one of the triggers for the occurrence of learning loss in some students".¹³

Learning loss can be interpreted as a state of loss of knowledge and skills, both in general and specifically. In other words, learning loss is a setback in academic progress

10 Nurkhaeriyah Nurkhaeriyah, “Metode Menghafal Al-Qur’an Pada Anak Usia Dini Di Rumah Tahfidz Qur’an At-Taqwa Kota Cirebon,” Jurnal Jendela Bunda Program Studi PG-PAUD Universitas Muhammadiyah Cirebon 7, no. 1 (2019): 1–16, https://e-journal.umc.ac.id/index.php/JJB/article/view/884.

11 Aida Hidayah, “Metode Tahfidz Al-Qur’an Untuk Anak Usia Dini (Kajian Atas Buku Rahasia Sukses 3 Hafizh Quran Cilik Mengguncang Dunia),” Jurnal Studi Ilmu-Ilmu Al-Qur’an Dan Hadis 18, no. 1 (2017):

51–70, https://doi.org/10.14421/qh.2017.1801-04.

12 Fadlil Yani Ainusyamsi and Husni Husni, “Perspektif Al-Qur’an Tentang Pembebasan Manusia Melalui Pendidikan Akhlak,” Jurnal Penelitian Pendidikan Islam 9, no. 1 (July 16, 2021): 51, https://doi.org/10.36667/jppi.v9i1.670.

13 Muzdalifa, “Learning Loss Sebagai Dampak Pembelajaran Online.”

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caused by gaps or discontinuities in the educational process. Solutions to the impact caused by academic setbacks are urgently needed so that the more significant adverse impacts resulting from learning loss can be suppressed. Especially when reviewing research designs regarding development results and potential learning losses released by UNESCO in early 2021. In this design, UNESCO research through MILO (Monitoring Impacts on Learning Outcomes) describes learning discontinuities due to a revolutionary shift from face-to-face design in physical classes to online due to the Covid-19 pandemic. In addition, the MILO UNESCO project also presents a design to measure students' learning loss percentage after the Covid-19 pandemic hit the world. It indicated that Covid-19 had reduced students' progress and impacted their achievements during the Covid-19 pandemic.¹⁴

Tahsin Method as an Effort of Islamic Religious Education Teachers in Dealing with Learning Loss Post Online Learning.

From the interview results with Islamic religious education (IRE/PAI) teachers at SDN XX in Palangka Raya city, information was obtained that the impact of online learning during the Covid-19 pandemic was the loss of students' competence in PAI subjects, especially the ability to recite the Quran. So, PAI teachers use the tahsin method to deal with learning loss in these subjects. The results of the study show the efforts of PAI teachers in dealing with students' learning loss or lost abilities, especially in the competency of reciting the Quran by guidance using the Quran tahsin method.

The tahsin method used by PAI teachers to improve students' Quran reading is carried out through three stages. In the first stage, the PAI teacher asks students to read short memorized surahs together. In the second stage, the PAI teacher asks students individually to come to the front of the class to read a short memorized surah. The teacher listens and pays attention to the students' recitation of the Quran. If there are errors in reading the Quran, both in mentioning the makharijul letters, the law of tajwid or the short length of the reading, the PAI teacher immediately reprimands and corrects the reading. In the third stage, the teacher explains the mistakes in reciting the Quran to all students classically or together.

14 Moh Sahlan et al., “The Implementation Of E-Learning To Overcome Learning Loss In Covid-19 Post- Pandemic In Islamic Education At Al-Ma’arif Junior High Jombang-Jember,” International Journal of Educational Research and Social Sciences (IJERSC) 3, no. 3 (June 25, 2022): 1138–44, https://doi.org/10.51601/ijersc.v3i3.388.

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The tahsin method comes from two words, method and tahsin. The method is a way of doing or implementing a plan that has been prepared,¹⁵ while the tahsin Quran is a way that is used to recite the Quran correctly and adequately and follow the rules of tajwid.¹⁶

"Tahsin is an Arabic word that means to repair, increase, or work. Tahsin in Islam implies that the guidance for reading the Quran must be true and correct. Tahsin, according to the language, comes from 'hassana-yuhassinu which means to make good. This word is often used as a synonym for tajwid, which comes from jawwada-yujawwidu when viewed from a language perspective. Tahsin is linguistically taken from the verb Khasan, which means to repair, decorate, improve, beautify, or make better than before".¹⁷In this case, the Quran reciting is what is repaired, beautified, refined or made even better. So the tahsin method used by PAI teachers aims to improve and enhance students' reading of the Quran.

The Quran tahsin method has been widely used in schools, madrasas or other institutions to improve Quran reciting. Even the Kareem Bil-Quran Islamic boarding school has its tahsin curriculum.¹⁸ Nurkarima, in her research, tries to analyze the management of tahsin learning at SMPIT Qordova Rancaekek. The results of her research show that for tahsin learning to run well, it needs to be planned, implemented and evaluated.¹⁹ Evaluation of learning and essential programs to be implemented are indicators of the success of learning or programs implemented. As said by Febriana, evaluation is carried out to measure the achievement of learning objectives.²⁰

The tahsin method improved students' ability to read and memorize the Quran in PAI subjects at SDN XX Palangka Raya City. Many studies have shown that the tahsin method is effective for use in improving Quran reading. Based on the results of Fitriani and Hayati's research shows that the application of the tahsin method has a significant influence on improving students' Quran reading skills. Khoirudin also said that the Quran

15 Akhmad Sudrajat, “Pengertian Pendekatan, Strategi, Metode, Teknik, Taktik dan Model Pembelajaran,”

September 12, 2008, https://akhmadsudrajat.wordpress.com/2008/09/12/pendekatan-strategi-metode-teknik- dan-model-pembelajaran/.

16 Safrina Ariani and Realita Realita, “Program Bengkel Mengaji (Upaya Peningkatan Kemampuan Tahsin Al-Qur’an Mahasiswa PAI),” Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam 5, no. 1 (May 11, 2015): 113–44, https://doi.org/10.22373/jm.v5i1.301.

17 Ridhatullah Assya’bani et al., “Pembelajaran Tajwid dan Tahsin Al-Qur’an dengan Metode Qira’ati di Rumah Belajar Mahasiswa KKN Desa Hambuku Hulu,” Al-Khidma: Jurnal Pengabdian Masyarakat 1, no. 1 (September 9, 2021): 1–12, https://doi.org/10.35931/ak.v1i1.697.

18 Supi Amaliah, Endin Mujahidin, and Imas Kania Rahman, “Implementasi Kurikulum Tahsin Al-Quran Untuk Remaja Di Ma’had Kareem Bil-Quran,” Tadbir Muwahhid 5, no. 1 (April 25, 2021): 9–26, https://doi.org/10.30997/jtm.v5i1.4057.

19 Nurkarima, Erhamwilda, and Asikin, “Analisis Pengelolaan Pembelajaran Tahsin.”

20 Rina Febriana, Evaluasi Pembelajaran (Jakarta: Bumi Aksara, 2021), 164.

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tahsin method could improve students' ability to read the Quran.²¹ Hakim, in his research, also showed that the tahsin method could improve student competence in reading and writing the Quran.²² This tahsin method was also carried out by Nurzannah et al. to improve Quran reciting in community service activities.²³ Hasanah did the same thing in community service activities involving mothers.²⁴ In a similar activity, Irma also implemented the tahsin method to improve students' reciting of the Quran.²⁵ That way, the tahsin method is recommended to improve reciting the Quran.

The tahsin method used by PAI teachers at SDN XX Palangka Raya City is carried out through three stages: combining the classical system (together) and sorogan (individually). These three stages had previously been planned. Planning is essential to do so that the goal of dealing with learning loss in PAI subjects is achieved. As revealed by Saitya in his research, planning is critical to be implemented to achieve the desired planning objectives.²⁶

In the first stage, the PAI teacher asks students to read short memorized surahs together. The short surah is Al-Falaq and Al-Fiil. Repeating memorization together aims to make students' memories stronger. PAI teachers listen and pay attention to the reading of students. If there is an error in the pronunciation of the makharijul letters or the science of tajwid rules, the teacher immediately stops reciting and corrects it.

In the second stage, students are asked to read and memorize individually, one by one or face to face with the teacher. That is done so that the teacher can improve the student's reciting of the Quran directly when there are students' reciting when the memorization is not excellent and correct following the rules of tajwid. This method is quite effective and often used in schools, madrasas and Islamic boarding schools in

21 Heri Khoiruddin and Adjeng Widya Kustiani, “Manajemen Pembelajaran Tahsin Al-Quran Berbasis Metode Tilawati,” Jurnal Isema : Islamic Educational Management 5, no. 1 (June 30, 2020): 55–68, https://doi.org/10.15575/isema.v5i1.5546.

22 Rosniati Hakim, “The Improvement of Students’ Competence in Islamic Education Programme Through Tahsin Al-Quran Activities,” Khalifa: Journal of Islamic Education 3, no. 1 (February 3, 2019): 35–55, https://doi.org/10.24036/kjie.v3i1.21.

23 Nurzannah Nurzannah and Nurman Ginting, “Improving the Ability to Read the Quran through the Tahsin Program Based on the Talaqqi Method,” JCES (Journal of Character Education Society) 5, no. 2 (April 5, 2022): 305–17, https://doi.org/10.31764/jces.v5i2.7228.

24 Uswah Hasanah et al., “PKM Pembinaan Taman Baca Al Quran Dalam Pembelajaran Tahsin Tilawah Di Kelurahan Sari Rejo Medan Polonia,”,” Ihsan : Jurnal Pengabdian Masyarakat 2, no. 1 (March 25, 2020):

101–11, https://doi.org/10.30596/ihsan.v2i1.5155.

25 Eka Ade Irma, “Metode Tahsin Dalam Memperbaiki Bacaan Al-Qur’an,” Al-Hanif: Jurnal Pendidikan Anak Dan Parenting 1, no. 1 (June 30, 2021): 10–14, https://doi.org/10.30596/al-hanif.v1i1.8534.

26 Imaduddin Saitya, “Pentingnya Perencanaan Pembelajaran pada Pelajaran Pendidikan Jasmani Olahraga dan Kesehatan,” Pior: Jurnal Pendidikan Olahraga 1, no. 1 (2022): 9–13, https://jurnal.habi.ac.id/index.php/Pior/article/view/53.

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learning or reciting improvement. Research conducted by Hikmah et al. states that a method like this is practical.²⁷ Ali et al. said the same thing: this method is known as sorogan (individually) and is effective.²⁸

Hasanah revealed that "sorogan is a learning activity for students that focuses more on developing individual abilities (individuals), under the guidance of a teacher".²⁹ This method is carried out face-to-face individually so that teachers and students can communicate intensely. If an error occurs, the teacher can immediately correct it. Wibowo, in his research, stated that sorogan or face-to-face between the teacher and students one by one in memorizing the Quran can improve students' ability to read the Quran.³⁰ The sorogan method can overcome students' difficulties in reciting and memorizing the

Quran.³¹ Khoiruddin also expressed the same thing in his research.³² So, according to the researchers implementing the tahsin method using the sorogan method used by Islamic religious teachers at SDN XX Palangka Raya City is appropriate for overcoming difficulties and improving students' reciting and memorizing the Quran.

In the third stage, the teacher explains the mistakes in reading the Quran to all students classically or together. It is intended that students understand how to read the Quran both theoretically and practically. After the tahsin method was carried out to deal with learning loss in PAI subjects at SDN XX in the competency of reading the Quran, there was a significant change in how students recite the Quran. Students can recite the Quran properly and correctly according to the rules of tajwid science. Both when reciting mad, reciting nun sukun (ْ ن) and mim sukun, and in reciting the makharijul letters. For example, when the initial test went up to class V, it showed that in reading and memorizing surahs Al-Falaq and Al-Fiil in class IV, the students still memorized well but did not apply

27 Nurul Hikmah and Halimi Halimi, “Studi Islam Melalui Pembelajaran Kitab Kuning Di Madrasah Diniyah An-Nur,” Muallimun : Jurnal Kajian Pendidikan Dan Keguruan 1, no. 2 (2021): 101–20, https://doi.org/10.23971/muallimun.v1i2.3590.

28 Ali Akbar and Hidayatullah Ismail, “Metode Pembelajaran Kitab Kuning di Pondok Pesantren Daarun Nahdhah Thawalib Bangkinang,” Al-Fikra : Jurnal Ilmiah Keislaman 17, no. 1 (July 3, 2018): 21–32, https://doi.org/10.24014/af.v17i1.5139.

29 Hasanah et al., “Peningkatan Kemampuan Membaca Al Qur’an.”

30 Ari Wibowo, “Implementasi Metode Sorogan untuk Meningkatkan Kemampuan Membaca Al-Quran pada Peserta Didik Madrasah Tsanawiyah Raudhatul Islamiyah,” Iqro’ Khatulistiwa 1, no. 1 (September 7, 2016), http://openjurnal.unmuhpnk.ac.id/index.php/IKH/article/view/262.

31 Mifthakul Arifin, “Implementasi Metode Sorogan Dalam Mengatasi Kesulitan Membaca Al-Quran Siswa Di SMP Ma’arif 5 Ngrupit Ponorogo” (Undergraduate Thesis, Ponorogo, IAIN Ponorogo, 2022), ii, http://etheses.iainponorogo.ac.id/19652/.

32 Khoiruddin Khoiruddin, “Metode Sorogan Dalam Meningkatkan Kemampuan Membaca Al-Quran Pada Anak Di Taman Pendidikan Al-Quran (TPQ) Roudlotul Ulum Gembong Pati Tahun Pelajaran 2020/2021”

(Undergraduate Thesis, Kudus, IAIN Kudus, 2021), 96, http://repository.iainkudus.ac.id/5740/.

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the rules of tajwid science when memorizing. During the initial test, the letter ain (ع) pronunciation is recited letter alif (ا). After applying the tahsin method, it is now recited accordingly. Likewise, the tsa letter (ث), which was initially recited as the letter sa (س), has now been recited letter sya (ش), which is read as the letter sa (س) and has been read according to the place where the letter came out in the surah Al-Falaq. Before the tahsin method was applied when reciting surah Al-Fiil, the letter tha (ط) is recited letter ta (ت) has now been recited correctly as well as the letter fa (ف) which was initially recited pa, the letter ja (ج) is recited like the letter za (ظ) has been read according to the makharijul of the letter.

Hasanah revealed that "in reciting the Quran, the student should first be able to distinguish the sound of the hijaiyah letters, which are almost the same, which is the places where the letters come out when they sound them. There are 19 in all, divided into five mawadhi (maudhi-maudhi), where the makhrajs are located: 1) maudhi-jauf, which means

the place of makhraj, which is located in the oral cavity; 2) maudhi halq (in the esophagus), 3) maudhi-oral (on the tongue), 4) maudhi-syafatain (on both lips), 5) maudhi- khaisyum (at the base of the nose)".³³

Based on the evaluation results carried out by PAI teachers of students in reciting and memorizing short surahs in the Quran, mistakes in reciting the makharijul letters also occur when reciting mad. Mad, which should only be read in two vowels but is read more or vice versa, which should be read long but not read long according to the correct tajwid rules, has now been read accordingly.

Before the tahsin method was applied, some errors occurred when reciting nun sukun (ْ ن) and mim sukun. For example, when nun sukun (ْ ن) meets the letter ikhfa "syin" (ش) in surah Al-Falaq verses 2 to 5, it is read clearly; what should have been read vaguely is now read according to the rules of the science of tajwid. "In language, ikhfa means to hide or disguise. As described in the book Basics of Tajwid written by Marzuki and Sun Choirol Ummah, how to recite ikhfa is by combining the sound of nun sukun (ْ ن) or tanwin (ْ ـــٍـــًـ) with one of the 15 letters of ikhfa that are in front of it. The hijaiyah letters included in the ikhfa letters are: Ta (ت), Tsa (ث), Jim (ج), Dal (د), Dzal (ذ), Za (ز), Sin (س), Syin (ش), Shad (ص), Dhad (ض), Tha (ط), Zha (ظ), Fa (ف), Qaf (ق), Kaf (ك)”. Likewise, when nun sukun (ْ ن) meets mim (م), who first does not recite it with a buzz but recites it clearly. Therefore it is necessary to improve students' reciting and memorizing of the Quran related to their

33 Hasanah et al., “Peningkatan Kemampuan Membaca Al Qur’an.”

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tajwid knowledge. So that way, the Quran tahsin method can be recommended for use in the framework of improving students' Quran reciting and memorization.

Conclusion

This study concludes that the tahsin method as an effort by Islamic religious education teachers at SDN XX Palangka Raya city in dealing with learning loss or lost abilities in students in Islamic religious education subjects has gone well and shown significant changes students. The missing ability is the ability to pronounce makharijul letters and the application of tajwid in memorizing short surahs. The effort is intensive guidance using the Quran tahsin method at the end of each explanation of Islamic religious education learning material.

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