Developing An Extracurricular

DEVELOPING TAHFIDZUL QUR’AN

IN SD UNGGULAN ROHMATUL UMMAH

PROBOLINGGO JAWA TIMUR

Farihin

Educator in Madrasah MA Riyadlus Sholihin

Kota Probolinggo Jawa Timur

farihin.almontaini1112@gmail.com

Abstract

This study aims to describe; 1) planning of Tahfidzul Qur’an activities in Excellent Elementary School Rahmatul Ummah, 2) implementation of Tahfidzul Qur’an at Rahmatul Ummah Excellent Elementary School, c) evaluation of Tahfidzul Qur’an at SD Unggulan Rahmatul Ummah. This type of research design is qualitative descriptive. The Tahfidz Qur’an Program is the Rohmatul Ummah Primary School Program to answer the anxiety of the people who still underestimate the management of a particular school. The subject of this study involved principals and educators. Data collection techniques used are: Data are observation, interviews, documentation.processed in three ways, namely; prepare, tabulate, and process data for qualitative design. Data is analyzed by, data reduction, regulation, and verification. The results showed that: a) the Principal made the planning of Tahfidzul Qur’an activities at Rahmatul Ummah Featured Elementary School at the beginning of each school year in the form of a Buku Penghubung between schools, students and parents, b) the implementation of Tahfidzul Qur’an in SD Unggulan Rahmatul Ummah held every day every Tuesday, Wednesday, and Thursday, where the school organizes Qur’anic study after school according to the schedule of subjectseach class with the Qur’an Sidogiri Method.  c) Tahfidzul Qur’an evaluation in Rahmatul Ummah in the form of memorizing Qu’ran at least 1 juz after graduating from school. 

Keywords: Tahfidzul Qur’an, Rohmatul ummah Primary School

1. INTRODUCTION

            Today, the character education is understood as a way of thinking and behaving that is characteristic of each to live and work together both within the family, community, nation,
and state. The character has an excellent moral meaning, namely an inner disposition that can be relied upon to respond to situations in a manner that is morally good. Character values ​​developed based on national culture are religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love for the homeland, respect for achievement, friendship / communicative, peace of mind, love to read, care for the environment, caring about social responsibility

This is in line with several studies related to the development of extracurricular Tahfidzul Qur’an (Marfungati, 2018; Muhdir, 2018; Mahfida, 2017) in character enhancement (Fauzi, 2017; Nopita, 2016, Nurhadi, 2015; Rosihotun, 2016; ).In line with the ideals of educating the nation as stipulated in the 1945 Constitution, the objectives and functions of national education contained in Law No. 20 of 2003 concerning Article 3 of the National Education System, and especially the Strategic Plan (Kemendikbud Strategic Plan) in 2010 – 2015 and the Probolinggo District Medium-Term Development Plan (RPJMD) 2013 – 2018.

In the context of self-development through Tahfidzul Qur’an is a fundamental choice in supporting the purpose and function of education, especially in character education. This is in accordance with the program of the local government report on the establishment of 2017 Probolinggo District Government Nine-Year Basic Education Compulsory Education Program on Fostering the interests, talents, and creativity of elementary school students in educational units shows a significant percentage of 80.35% in 2016, 83% in 2017 and 85% in 2018. This is stated in the policy strategy of the Probolinggo district government “improving character education with the One School movement at least 3 types of Character Extracurricular “and the integration of character education on each subject, which of course the Education Unit knows more about the needs of students.

Local governments namely Probolinggo Regency continue to make efforts that aim at the central government, this approve that evidenced by the vision of education that is “Realization of Quality and Characteristic Education Services,” with reason that in providing public service must be based on the spirit to give the best and ethical (moral) value. The concept of service means an activity or series of activities carried out by a person or group of people or organizers based on material factors or services through certain systems, procedures, and methods to fulfill the basic needs of others following their rights. Where education services (public services) in this case is a form of service activities in the field of administering education through the availability and affordability of access to education as an effort to fulfill the basic needs of the community.

Whereas relating to the vision of education is quality education (superior). Education that is very complex because it involves the quality of variables that are interrelated between one another. It should be realized together that to realize a quality education cannot be separated from the influence of factors or components such as the quality of resources (HR), students, teachers, curriculum, facilities and infrastructure, school management, teaching and learning process (PKBM), fund management, supervision and monitoring, the quality of school and community relations and so forth.

Education Vision Characteristic expected Output education has a right moral meaning, namely an inner disposition that can be relied upon in responding to specific situations in a moral right manner. Character education itself is interpreted as a deliberate effort from all dimensions of the life of the school / Madrasah to help the process of moral formation or optimal improvement of students’ morals. Character education is also understood as a way of thinking and behaving that characterizes each to live and work together both within the family, society, nation, and state.

Religious values ​​of character developed based on national culture such as religion (Fauzi, 2017; Nurhadi, 2015), honesty, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love for the country, respect for achievement , friendly / communicative, love peace, love to read, care for the environment, care for the social and responsibility.

The Rohmatul Ummah Foundation located in the Probolinggo region has set up a Superior Elementary School in 2012, which previously had established several institutions under the auspices of the Rohmatul Ummah Foundation including RA Miftahul Ulum, MI Miftahul Ulum, MTs Miftahul Ulum, and MA Miftahul Ulum. The establishment of the Rohmatul Ummah Superior Elementary School due to several factors including the interest of the community in new institutions that uphold religious and scientific values ​​through the Superior Program. One mission of Rohmatul Ummah Elementary School is expected to be able to realize students who can read and memorize the verses of the Qur’an smoothly and correct recitation contained in the curriculum structure components prepared based on the Standard Content and Competency Standards of graduates, as follows: 1 ) Curriculum Rohmatul Ummah’s Featured Elementary contains 8 subjects, local content, and self-development (Scouts, Calligraphy/theater/ ECC, and Tartil and Qur’an Recitation). 2) Substance subjects science and society are “integrated science” and “integrated IPS”. 3)Learning in class I to III is carried out through a thematic approach, while in grades IV to VI are carried out through subject approaches, 4) Allocation of one lesson time is 35 minutes, 5) Effective week in one school year (two semesters) is 34 -38 weeks.

The Rohmatul Ummah Primary School is one of the leading educational institutions and has become a separate consideration for the people in Bantaran sub-district even from outside the sub-district. This is because some student achievements are often achieved in several competitions and competitions and this can be maintained by the elementary school management every year and produces graduates that are always expected by secondary schools in Bantaran sub-district. It is not only Bantaran sub-districts that are quite familiar with the achievements of this school, but the name of the school is also familiar in the Probolinggo District Education Office.

The achievements of the Rohmatul Ummah Superior Elementary School cover both academic and non-academic fields. In the academic field, for example in the quiz contest at the elementary / MI level of the districts or regencies, in the careful competition between these schools, the Rohmatul Ummah Superior Elementary School from 2017 to 2018 always ranked first in Bantaran District, Probolinggo Regency. Meanwhile, in the non-academics field such as Hifdzul Qur’an, Tartil Qur’an, three language speeches, Arabic poetries, and so on.

By the description above, the researcher raises the theme “Developing Tahfidzul Qur’an in Rohmatul Excellent Elementary School Kropak Bantaran Probolinggo East Java”.

2. METHOD

This research was conducted using a qualitative approach. A qualitative approach is a research approach with data collection derived from interviews, field notes, personal documents, memo notes, and other official documents (Moleong 1993). Qualitative research was chosen because the nature of the data collected was qualitative, rather than using quantitative measuring instruments. Another thing is because the qualitative research background itself has characteristics: (1) naturalistic, (2) field work, (3) the main instrument is human and (4) is descriptive (Nazir, 1988).

The sources of data research are 17 people. This amount includes the entire education personnel in the Superior Elementary School of Rohmatul Ummah besides the principal. The analysis technique of the data used is the analysis model of Miles and Huberman (1984). Data is processed in three ways, namely; prepare, tabulate, and process data for qualitative or quantitative approaches. Data were analyzed data reduction and verifies. The technique of data collection in this study, using four different approaches, namely: (1) observations (observation),(2) interviews(interview)(3) documentation, (4) triangulation and (5) questionnaire/questionnaire.

3. RESULT AND DISCUSSION

Relating to the author’s observation of the Tahfidzul Qur’an which development some activities in the Superior Elementary School of Rohmatul Ummah. This activity Tahfidzul Qur’an in the Rahmatul Excellent Elementary School of Ummah has been started since the establishment of the Excellent Elementary School in 2012. This activity is based on the principal’s annual program and several stakeholders as a component of selected extracurricular activities for students in developing themselves with their talents, and thus also this development is based on the mission of the School and the Liaison Book or the Achievement Guidance for Excellent Elementary Students of Rohmatul Ummah

The purpose of the development of Tahfidzul Qur’an which was to be achieved included; a) planning for the development of the Tahfidzul Qur’an in Rahmatul Ummah Featured Elementary Schools is made by the Principal at the beginning of each school year in the form of a Liaison Book between school, students and parents, b) the implementation of Tahfidzul Qur’an at SD Rahmatul Ummah is held every day every Tuesday, Wednesday, and Thursday, where the school organizes Qur’anic study after school according to the timetable for each class with the Qur’ani Method of Sidogiri.  c) Tahfidzul Qur’an the evaluation in Rahmatul Primary School Ummah in the form of memorizing at least 1 juz after graduating from school.

The planning as the initial stage in development activities. The planning of tartil and tahfidzul Qur’an activities that have been compiled by the head as the school leader in the form of Rohmatul Ummah’s Excellent Elementary Books, with the hope that this book will be the liaison between the teacher and parents to find out the development of Rohmatul Ummah Primary School students School or at home. This Liaison Book contains excellent programs from SD Unggulan Rahmatul. The two programs among the five existing programs are;

The flagship program I am good at reciting. To achieve the success of the program, the activities are held every Tuesday, Wednesday, and Thursday, and the school holds a Qur’anic study after school. With the aim of all Rohmatul Elementary School students, Ummah can read the Qur’an properly and correctly, starting from the makhorijul, surat, tajwid, along with the songs.Practically in the Buku Penghubung explained that Activities Tartil students take part in the “Tartil Al-Qur’an” activity on schedule. Students do tartil with “Qur’ani method”. The teacher records the progress of the student tartil on the “Student Achievement Book”. Teachers Teach the tartil using the book Volume, the basics of recitation and Ghorib as well as teaching aids.

There are several volumes of MQS (the Qur’ani Method of Sidogiri) one of which is the second volume MQS which is published directly from the Sidogiri Publisher. In the manual for teaching the Qur’ani Method of the Sidogiri volume two, there are several principles of teaching the Qur’ani Method of Sidogiri using the CBSA ( Active Learning Method) pattern, allowing muta’allim to actively practice reading, mu’allim listening and admonishing if there are any error.

Teaching and Learning Activities (KBM) The Qur’ani Method Sidogiri includes; First, Mukaddimah: a) Muallim opens the Qur’anic taklim majlis with Greetings and Prayers; b) Muta’allim’s attendance; b) Repeat the lesson learned.

Second, Material Presentation: In providing the main lesson in volume two, namely a) Mua’llim immediately gives an example of the reading of the harakat Tanwin Fathah, Tanwin Kasrah Tanwin Dhummah on the subject, b) Muallim introduces the reading Ta’Ta’nits and Ta ‘ Marbuthah without explaining his name, c) Muallim gave an example of the length of the reading of the Fathah which was followed by Alif or Fathah standing, resigned which was followed by Ya ‘or Kasrah stood and Dhummah followed by Wawu or Dhummah upside down, d) Muta’allim together or alternately follow the recitation of mua; allim (Klasikal), d) Then in the next line muta’allim reads itself, while mua’allim only listens and reprimands every wrong reading and muta’allim tries to correct the wrong reading (Privat), e) Mua ‘ llim introduces the names of harakat, letters and arabic numbers contained under the lesson, f) Mua’allim may not guide or recite lessons that are under the subject matter (title), g) at Mad (long) lessons for mua’llim to pay more attention to the length of the muta’allim reading, h) Continuing the lessons below the subject matter (title), especially if muta’allim often shortens Mad reading, i) God willing, always paying attention in short, muta’allim can read madly smoothly and correctly.

Third, Evaluation; a) The Mu’allim conducted an evaluation of the muta’allim in turns or randomly through question and answer lessons learned, b) Mu’allim conducted an evaluation of the lessons learned before presenting new lessons at each meeting, c) Mu’allim conducted an evaluation against the muta’allim every time hatam (to move from one volume to the next).

Fourth, Closing; a) Mu’allim summarizes the subject matter that needs to be emphasized, b) Mua’allim recommends that all muta’allim practice much reading outside the teaching and learning time. c) Closing teaching and learning activities with Prayers and Greetings.

Featured Program I memorized Al-Qur’an,  Rohmatul Ummah Featured Elementary School in this program students were directed to be able to memorize the 30th qur’an correctly and smoothly. The students who would graduated from Rohmatul Primary School Ummah at least 1 Juz. The teacher fills out the table of rote development of students on the “” sheet Quran Recitation Memory. The Parents who would been watching their rote of students with the initial mark on the sheet“Monitoring Memorizing the Qur’an”.

At the stage of developing the tahfidzul Qur’an at Ungulan Elementary School as mentioned earlier, it has some achievements to be proud of, this factor also makes the number of student input not decrease significantly. Some achievements include; 1) Ranking of Hope I Tahfid Qur’an juz April 30, 2017 Commemoration of Harlah Nu 94th Elementary School / District Se. Probolinggo, 2) Champion III Tahfidz Qur’an Juz 30 Commemoration of the 94th NU 2017 in Kab. Probolinggo, 3) the first Winner of MHQ Putra Pentas PAI SD Kemenag Kab. Probolinggo, 4) First Place Winner of MHQ 3rd Islamic Education Week of East Java Prov. East Java Ministry of Religion Skills and Arts, 5) 72nd Anniversary of the 2013 Republic of Indonesia Men’s Tartil Al-Qur’an Bantaran, 6) Women’s Tartil Qur’an Champion 72nd Anniversary of the Republic of Indonesia in 2017 Bantaran, 7) Champion II Tahfidz Qur’an 72nd RI Anniversary 2017 Se Kec. Bantaran, 8) Champion of Hope I Memorizing the Short Letter of the 2018 Java-Bali Negeri 1 Child Achievement Event, and 9) Hope I Tahfidz Akbar Juz 30 PIKO Pelita Islamic Competition 2018 Integrated I Middle School Pelita Probolinggo.

The development of Tahfidzul Qur’an in Rohmatul Ummah Excellent Elementary School does not always run smoothly, it still faces several obstacles that are expected to be able to be handled by parties directly involved in this matter, the Principal, and the educators who directly act as developers of the activity. Some of the obstacles exist; evaluation which is still limited to using initials and has not been strengthened in the form of numerical assessments. It is expected that evaluation of numbers in the form will help provide positive response for students and especially parents, as a reference description of the achievement of the target development of tahfidzul qur’an at SD Excellent Rohmatul Ummah.

4. CONCLUSION

Based on the description and the above discussion, it can be concluded that the planning Qur’an Tahfidzul in primary School Ummah Rahmatul prepared by the Principal that was designed in the early years of learningand in the form of a Buku Penghubung for School Excellent Programs, two of which are tartil and tahfidzul Qur’an and consist of an achievement in the development of student tartil learning in the form of “Student Achievement Book” using the Qur’ani Method of Sidogiri. The implementation of Tahfidzul Qur’an at SD Rahmatul Ummah is held every day every Tuesday, Wednesday, and Thursday, where the school organizes Qur’anic study after school according to the schedule of subjectseach class with the Qur’anic Sidogiri Method.  c) Tahfidzul Qur’an Evaluation in Rahmatul Ummah Featured Elementary School in the form of memorizing at least 1 juz after graduating from School.

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