EVALUATION OF THE IMPLEMENTATION OF QURAN TAHFIZ LEARNING PROGRAM AT MADRASAH
ALIYAH, JAKARTA, INDONESIA
Ihsana El Khuluqo, Abdurahman A Ghani Lecture Post Graduate of Muhammadiyah Prof Dr HAMKA University ( UHAMKA ) Email : ihsana_khuluqo@uhamka.ac.id
Abstract
The purpose of this research is to find what study materials are needed to develop learning administration concepts, particularly on the evaluation of tahfiz Quran learning program implementation. The key issue is how to evaluate the implementation of tahfiz Quran learning programs as a local curriculum at Madrasah Aliyah. Qualitative method is a primary instrument used to collect detailed and comprehensive data. Patton (as cited by Wirawan, 2001) stated that qualitative data consist of detailed description on situations, events, individuals/units/institutions, interactions, behaviours of observed processes, direct citations of respondent opinions, attitudes, beliefs, ideas, partial or full quotations from documents, records, correspondences, notes, and recommendations on program implementation in a specific period. Qualitative data is characterized by its depth and detail. Conclusion of this research is improvement recommendations on, i.e.:
a.) Tahfiz tutor to guide maximum 10 learners to keep in track with their learning progress to achieve the program result effectively. The Holy Quran recitation-skill mapping must be done correctly. The correct mapping will facilitate tutors to put every learners in appropriate sub programs (pre-tahsin,tahsin pre-tahfiz, or tahfiz). b.Tahfiz tutors to be encouraged to collaborate with other teachers and parties by establishing Tahfiz Tutor Team. c.) School principal holds monthly mentorings for the Tahfiz Tutors in order to assess learner’s progress and teacher’s competency development. d) Schools must develop a condusive communication with parents and communities either institutionally or non-institutionally. e) Tahfiz tutors must implement clinical methods for learners that are not fluent in reciting The Holy Quran yet.
Keywords : Evaluation, Tahfiz, The Holy Quran
INTRODUCTION
Research Background
The Holy Quran is the final holy book revealed to mankind from Allah SWT. The Holy Quran completed the earlier holy books and was revealed to Prophet Muhammad SAW, the last prophet and messenger. The Holy Qur’an is the prophet’s greatest mu’jizat. Therefore nobody could create even only a verse that could match it. “Say, "If mankind and the jinn gathered in order to produce the likes of this Qur'an, they could not produce the likes of it, even if they were to help each other." (Surah Al Israa:88).
The Holy Qur’an is a revelation of Allah SWT and invariably gives pahala to whom ever reciting it. As mentioned in the Holy Quran itself: “Recite, [O Muhammad], what has been revealed to you of the Book and establish prayer. Indeed, prayer prohibits immorality and wrongdoing, and the remembrance of Allah is greater. And Allah knows that which you do.” (Al Ankabut:45).
Legal foundations of this research are the Act of Parliament No. 22/1999 about Local Goverment, the Act of Parliament No. 20/2003 about National Education System, Goverment Regulation No. 32/2013 as amendment on Goverment Regulation No 19/2005 about National Education Standard, Regulation of Ministry of Education No 22/2006 about Curriculum Standard of Elementary and Secondary Level, Regulation of Ministry of Religion no 2/2008 about Competency Standard of Elementary and Secondary Graduates, Regulation of Ministry of Education and Culture on The Basic Framework and Curriculum Structure for Senior High School/Madrasah Aliyah, Guide on Curriculum Development for Elementary and Secondary Level, National Education Standard Agency 2016, Circular of General Directorate of Islamic Education No. DJ.II.1/PP.00/ED/681/2006, dated 2006 Agust, 01, about Implementation of Curriculum Standard, and Notice of Award of Head of Regional Office of Ministry of Religion on DKI Jakarta Province.
Regulation of Ministry of Education No 22/2006 about Curriculum Standard of Elementary and Secondary Level states that local content and self-development activites are integral parts of curriculum structures at the elementary and secondary level. The underlying factor of national policy to include local content in Curriculum Standard is due to the fact that the Unitary State of Republic of Indonesia (Negara Kesatuan Republik Indonesia ) constitutes of geographically diversed regions and also historically and culturally diversed citizens.
Educational units must promulgate their students with insight on the uniqueness of their environment by implementing a local curriculum. It determines local content according to local characteristics, potentials, and pre-eminence. A centralized curriculum development would not be able to accomodate the variety of local content in each educational unit.
Madrasah as an educational unit characterized by Islam religion has various potentials such as Holy Quran memorization (tahfiz). This potential needs a special learning program that could be delivered as local content.
Holy Quran Memorization (Tahfiz) Program consists of planning and learning on reciting Holy Quran surah and verses by orally reciting and memorizing it. The purpose of the program is to prepare learners at madrasah, particularly in the Province of DKI Jakarta, to be able to memorize, to live, to practice, and to honor values that are contained in the Holy Quran.
Management of memorization learning at Madrasah Aliyah is one of the implementation problems. It needs in-depth thinking and analysis on planning, method,
tools and infrastructure, memorization target and evaluation, etc. It needs a management of memorization learning that could grasp on learner’s conditions.
Factors that could affect tahfiz programs are: (1) the background of the learners. Not all learners graduated from pesantren or MTs. Some of them graduated from public junior high schools. Therefore, teachers should encourage those learners, (2) Tahfiz tutors are limited to Islamic religion teachers and are not proportionaly matched with the amount of learners, (3) School principle’s commitment is a key to drive tutors in optimizing program implementation. The principle should provide sufficient facilities to ensure the continuity of the learning process; (4) Time management. Special time slots to memorize the Al-Qur’an do not coincide with other subjects of the national curriculum, (5) Facilities such as special classrooms to enable reciting concentration (6) Learning approaches and methods. Local contents are delivered by a monolithic approach in curriculum. Learning methods of tahfiz are through observing, scrutinizing, reciting, and repeating. Clinical methods are administered for learners that are unable to keep up with the program; (7) Supervision, undergone by Deputy of Curriculum and principle to ensure that program goes well; (8) Financing. Program financing is required to make use of the specific time; (9) Parents’
role are also very important in the program.
Program evaluation is necessary to get feedback for the next learning program. The program evaluation consists of: evaluating program implementation, measuring program effectivity and efficiency, measuring program’s positive impact, measuring accountability of program implemetation, control instrument for program implementation, communication tool of program, decision making on program continuation, displacement, modification, or termination.
With this background, this research is tittled “Evaluation of the Implementation of Tahfiz The Holy Qur’an Learning Program at Madrasah Aliyah ”.
Problem Formulations
Problems that were formulated based on the problem background, identification, and scope as described are:
1. Has the tahfiz Quran program been included in the curriculum at Madrasah Aliyah?
2. What is the purpose of the tahfiz Quran program that is implemented in the curriculum at Madrasah ?
3. Why is the implementation of the tahfiz Quran program needed at Madrasah Aliyah?
4. How is the readiness of the principle, tutors, learners, teaching materials, learning infrastructures, and administration on the implementation of tahfiz Quran program at Madrasah Aliyah?
5. How is the result of the implementation based on the level of readiness of principle, tutors, learners, teaching materials, learning infrastructures, and administration on tahfiz Quran program at Madrasah Aliyah?
6. What is the impact of the implementation of tahfiz Quran program at Madrasah Aliyah?
Purpose of Research
To discover materials needed to develop learning administration concepts, particulary on the evaluation of the implementation of tahfiz Quran learning program.
Research Methode
This research used a qualitative method. The primary instrument used to collect detailed and comprehensive data is the researcher. Patton (as cited by Wirawan, 2001) defined that qualitative data consist of detail description on situations, events, individuals/units/institutions, interactions, behaviour of observed processes, direct citation of respondent opinions, attitudes, beliefs, ideas, partial or full quotation of documents, records, correspondences, notes, and recommendations on program implementations in a specific period.
Data Collecting Technique
This research collected primary and secondary data using appropriate techniques, i.e.:
1. Non-participant observation
An observation is done to monitor and to listen in order to comprehend, seek out an answer, and to look for phenomenon evidents. The researcher did not play an important role and was not involved in the activities or phenomenon of observed subject. The primary focus of the researcher is to observe, record, photograph, study, dan take notes of the observed phenomenon (Suprayogo and Tobroni, 2001:167-170).
2. In-depth interview
An unstructured interview is also called an in-depth interview, intensive interview, qualitative interview, open-ended interview, or etnographic interview (Mulyana, 2001:180). The technique asks for information needed from the informant and respondent.
This technique is used because of the inherent advantage of the technique that could penetrate to the realm of respondent’s thoughts and feelings (Nasution, 1996:69).
3. Document Analysis
Document analysis is a process of tracking and acquiring data, such as statistical data, agendas, research outputs, and any other relevant data. Document is a source of data, because it could be used in evaluating, interpreting, and even predicting processes (Moleong, 2006:217). Fathoni (2006:112) proposed the documentation technique as a data collecting by delving records about respondent’s personal data, such as a psychologist that observes her client’s development through his personal record.
Data Analysis Technique
Data and information were collected in the form of phenomenona which naturally emerged from respondents' testimonies and not in the form of numbers or quantivative data.
The data were analyzed based on qualitative data’s analysis principle, i.e.: data reduction, presentation, and verification.:
1. Data reduction is a process of selecting and sorting the only data that is backed by physical evident or phenomenon. Those data will be processed at the final decision making phase. This data analysis process must start from analyzing data from any source. Afterwards, reseacher writes summaries of each meeting with respondents.
Critical element on the data summary is the abstraction that summarizes any process and respondent requirements are maintained. The subsequent phase is data reduction.
2. Data Display
A good data display clearly presents a logical thinking and is a critical step to achieve reliable and valid qualitative analysis.
3. Conclusion and Verification
Data verification is a thorough evaluation to determine any phenomenon and is supported by respondent phenomenons in the field. In this phase, the evaluator begins to interpret or infer the data.
.
LITERATURE REVIEW
1. Definition of Program Evaluation
The meaning of ‘to evaluate’ in the Oxford Advanced Learner’s Dictionary of Current English is “to find, decide the amount or value”. The evaluation process should be held carefully, reliably, strategically, and with accountability.
Anderson proposed evaluation as a process to determine outcome of planned activities to achieved a goal. Worthrn and Sanders proposed that evaluation is an action to find any value from something; including to find out useful information in assessing a certain program, production, procedure, and proposed alternative strategy to achieve a goal.
Arikunto proposed that aprogram evaluation is a series of deliberate activities to find a program’s achievement level. There are several meanings of ‘program’ such as: (a) a plan, (b) deliberate activities. Program evaluation is a comprehensive effort to find therealization level of a policy by determining effectivity of its component respectively.
Musa defined program evaluation as a planned and systematic activity to find an object description with a definite aim and goal. Evaluation is an effort to collect, compile, process, and analyze facts, data, and information. Evaluation is always interrelated with decision making, because evaluation results are to be a baseline to determine continuation and improvement of a program.
Evaluation should be based on success criteria i.e.: learner achievement, tutor achievement, and a learning program that encourage and improve learner’s learning skill, tutor’s teaching skill, and improving learning program as a mean, not an end. Evaluation is a critical part of a learning system to find whether the system is proper or not. The scope of a learning evaluation is the assessment on a learning and teaching process.
Based on several definitions described above, program evaluation is a series of systematic activities to collect information of a program in order to measure or assess, to improve program effectiveness and to determine the next program implementation in the future.
Evaluation is assumed as a process of comparing a current situation by a set of criteria.
Evaluation is a process to collect and utilize information for assessment and decision making process. In the sense of learning, evaluation is a process of comparing a current situation by a set of educational criteria. Program evaluation is a series of deliberate activities to find a program achievement level.
2. Purpose of Program Evaluation
The purpose of a program evaluation is to assess a program/activity by a certain standard in order to gain information. This information is to be a baseline to determine whether the program will be discontinued, continued, improved, or complied with a predetermined benchmark.
Arikunto proposed 4 possible policies based on program evalutaion results, i.e.:
a. To discontinue a program, when the program is considered useless or not properly implemented .
b. To revise a program, when there are less appropriate parts of the program (minor mistakes).
c. To continue a program, when the program implementation satisfies expectations
and delivers useful outcomes.
d. To disseminate a program, (implement the program at other places and reimplement at other times) when the program implementation is successful, therefore it will be worthful to implement at other schools.
3. Evaluation Models
Evaluation models are evaluation design models that are constructed by evaluation experts. Wirawan proposed that an evaluation model is a concept of evaluation definition, design, and implementation. Evaluation model affects design, implementation process, and resource needed.
Tahfiz Quran Learning Program Implementation
Tahfiz Quran Learning Program Implementation applied a monolithic approach in the form of local content materials in the curriculum. The materials are delivered specifically in the sense of time allocation and are not accompanied with other subjects from the national curriculum.
Learning is a process to educate learners by means of transfer of knowledge and transfer of value. 35 This activity will occur when a teacher play the role as an educator. To educate is not only to teach knowledge, but also to instill values to learners.
Education is a series of designed actions to support the learning process. Learning is an ongoing process. Learning is shown by a change in behavior as a result of
experience. Learning is a change in practice and a continuous improvement. Learning is a process of reasoning to recognize and understand something ( Ihsana, El Khuluqo,2017:7 ) Teacher serves as a leader in the learning process. He/she should be good enough to manage learning activities, so learners are able to absorb and implement the delivered materials. Learning success factors are: infrastructures, amount of students per classroom, IQ level, teacher’s wage, and school management. In other words, a learning process should grasp a humanistic education concept in order to facilitate the learner to achieve his/her self-actualization. This can be ultimately achieved when a teacher is able to manage the class, learners, learning medias and methods correctly and properly.
Quran Tahfiz Learning Methods Quran Tahfiz methods consist of:
1) Bin Nazhar Method (Observation)
Learners carefully read Quran verses that will be memorized by repeatedly looking at mushaf. This step should be repeated as much as possible. The aim is to grasp lafadz and the order of the verses.
2) Tasmi’ Method (Scrutinize)
Learners read aloud Qur’an verses in front of other learners. The aim is to find flaws on harakat pronounciation when the learners recite The Holy Qur’an.
3) Talaqqi Method (Deposit)
Learners recite Qur’an verses in the front of tutor or peers. The aim is to find the learners’ recitation progress and to get guidance when needed.
4) Takrir Method (Repetition)
Learners repeat recitation in the front of tutor or peers. The aim is to maintain learners’
recitation. Learners could repeat it whenever they wans to in order to recite fluently.
5) Clinical Method
When a learner could not keep up with the regular method, this method will be administered. The tutor implements this method outside of the regular learning time.
1. Context analysis.
The results of the evaluation context divided into four aspects of evaluation are:
curriculum, finance, students, and the participation of parents. Analysis on the four aspects can be summed and implemented properly.
This conclusion from the four aspects are met in accordance with the evaluation context indicators of success, curriculum evaluation, financing, learners, and the role and parents to the program of Tahfiz Al-Qur'an more clearly and sustainable.
Based on the results of research on curriculum, funding, participant students, and the participation of parents about the program Tahfiz Al-Quran and objectives of Madrasah Aliyah, it was explained that the program had Tahfiz Qur’an which is included in the curriculum as a government program and school.
For financing the program of Tahfiz Al-Qur’an, the Madrasah Aliyah has already budgeted in the Budget Plan Madrasah, althoughthe amount is relatively limited and can be said to be not optimal. Learners assess and support the implementation of the program of Tahfiz Quran on Madrasah Aliyah, and understand the objectives of the program. The implementation of the program of Tahfiz Qur'an was also supported by both parents, so parents’roles encouraged their son to follow this program properly and seriously.
2. Analysis Input
Based on the research that has been done then the analysis of input are components that can be used as an indicator in evaluating Madrasah AliyahJakarta. The input consists of: Vision and mission madrasah, leadership schools, students, faculty, and infrastructure used in the implementation of Tahfiz Al-Qur’an. Program of Tahfiz Quran on Madrasah Aliyah own concepts and designed sustainably and professionally to develop programs Tahfiz Al-Qur’an more guided. The concept of program development of Tahfiz Al-Qur’an that clearly can improve learning. As with the design of school program development, the Tahfiz Al-Qur’an program need to be spelled out in draft form and activity certainty grants.
The description above can be concluded that in terms of school programs they have appropriate standards, but should continue to be improved to match the Vision and Mission of the Madrasah, improved the management through leadership schools, improve learners, faculty competence improvement, as well as the enhancement and improvement of the infrastructure for the program Tahfiz Al- Qur'an.
3. Process Analysis.
Evaluation process includes semester program and the annual program, schedule for program implementation, monitoring and evaluation of school principals, guidance teachers, and barriers to the implementation of learning programs Tahfiz. From the evaluation results it can be concluded that it is in the good category because it meets the indicators which has been established as a standard of evaluation.
Indicators from the semester program and annual programs are in the category of matching well as indicated by the development plan learning and development is consistent with the learning plan content standards set by Madrasah Aliyah. In the program of implementation schedule component of Madrasah Aliyah also meet the standard of indicators evaluation. Indicators on the components of the assessment results learning also met well with the election of engineering proper assessment development appropriate students, as well as covers standards of competence outlined by the government, and there are the making conclusions and reports as well as communicating with parents.
On monitoring and evaluation components, the principal indicators of the standard met with good evaluations for principals continuously perform attendance monitoring and supervising the learning process through deputy chief of the curriculum in collaboration with teachers and periodically every week. To evaluate
the learning process by discussing
deficiencies and weaknesses in the learning process to achieve the level of development as well as for the development of student talent carried interest by principals through the deputy head of curriculum areas in collaboration with Madrasah Aliyah teachers in Jakarta.
The teacher development component has been good and in accordance with policy Madrasah Aliyah Jakarta which is done regularly, comparative studies, and carried out continuously to improve the competence of teachers Tahfiz program teaches the Qur'an. Component constraints on the implementation of learning programs Tahfiz result that obstacles occur in limited numbers and capabilities faculty, student
ability, ability Madrasah Aliyah Jakarta in
financing, as well as infrastructure needs to be improved.
4. Product Analysis.
From the analysis of the product evaluation for the implementation of the outcome indicators Tahfiz learning programs and the impact of the implementation of learning programs Tahfiz, it is known that the satisfactory result is in accordance with expectations and get the support of all parties with student achievement.
Conclusion
Result analysis of this research led to several conclusions, i.e.:
1. The context complies with the standard context on four evaluation aspects : curriculum, financing, learner, and parent role. The result shows that the Tahfiz Quran program has been included in local content curriculum at Madrasah Aliyah.
2. The goal of this program is as a part of socialization and instruction from the Regional Office of Ministry of Religion of DKI Jakarta. It is also to improve student competency on reading, writing, reciting, understanding, and practising The Holy Quran.
3. The Tahfiz Quran program implementation has been a part of the curriculum to get students to comprehend, to live, and to practice Quran.
4. Evaluation results conclude that the program has satisfied predetermined indicators as an evaluation standard. Semester and yearly program indicators have been achieved.
The evaluation results also show the obstacles in the implementation of learning programs, which are the deficiencies in the number and skill of tutors, capability of the learners, limited capacity at the school to finance the program, and limited infrastructure.
5. Program outputs have met the expectation and were supported by all stakeholders, showing that 65% learners are able to memorize several surah in juz 28. Meanwhile 35% learners are still under guidance. The Tahfiz program implementation has affected students positively. They acquired specific knowledge on The Holy Quran, good attitude and akhlaq, and good recitation on several surahs.
Recommendations
This research reveals recommendations, i. e.:
1. To effectively achieve the intended results of the program, it is recommended that a tutor guides no more than 10 learners. By doing this, a tutor could control the learning progress of each learner.
2. Learner’s reading-skill mapping should be done properly to determine the right program level for each learner, whether in pre- tahsin, tahsin, pre- tahfiz or tahfiz.
3. Tutors should colaborate with other teachers of other subjects and other parties to form Tahfiz Tutor Team at Madrasah Aliyah.
4. School principle should hold monthly mentorings for Tahfiz Tutur Team to know the learners’ progress and tutors’ competencies progress.
5. Schools must develop conducive communication with parents and communities, either institutionally or non-institutionally.
6. The Tahfiz tutor must implement clinical method for students who are not fluent in reading The Holy Quran yet.
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