Addressing a Growing Educational Gap
Across Indonesia, many secondary schools—especially vocational high schools—face a persistent gap in students’ ability to read the Qur’an correctly according to tajwid rules. Rapid technological change, shifting youth values, and limited religious practice outside school hours have reduced students’ exposure to structured Qur’anic learning. As a result, schools are increasingly expected to play a more active role in strengthening religious literacy and character formation.
At SMK Muhammadiyah 1 Jakarta, internal evaluations revealed that a large proportion of first-year students struggled with basic Qur’anic reading skills. Some lacked fluency, while others had never received systematic tajwid instruction. In response, the school introduced the BBQ (Baca-Baca Al-Qur’an) program as a compulsory, school-wide initiative integrated into the formal curriculum.
How the Research Was Conducted
The study by Imroatul ‘Afifah used a qualitative case study approach to examine how the BBQ program was designed, implemented, and evaluated. Data were collected through classroom observations, in-depth interviews with school leaders, teachers, and students, and analysis of program documents and assessment records.
Rather than focusing on test scores alone, the research examined learning processes, student engagement, and curriculum structure. This approach allowed the study to capture how Qur’anic learning operated in daily school life and how it influenced students’ attitudes and habits.
Key Features of the BBQ Program
The BBQ program operates through a structured yet flexible system that adapts to students’ abilities. According to the study, the program consists of three interconnected stages:
- Tahsin groups, focusing on correcting pronunciation, tajwid, and fluency
- Tahfidz groups, focusing on memorization, primarily Juz 30
This mapping ensures that instruction matches each student’s starting level.
An Integrative Curriculum Model
One of the study’s most important contributions is its description of an integrative curriculum development model inspired by Hilda Taba’s curriculum framework. Qur’anic learning is not treated as an isolated subject but is integrated with character education and spiritual development.
Curriculum planning begins with competency mapping, followed by thematic learning design, module preparation, and structured evaluation. This integration helps align cognitive skills—such as accurate recitation—with affective outcomes like discipline, responsibility, and respect.
Imroatul ‘Afifah notes that this approach allows religious education to function as both a skill-building process and a character-forming experience, particularly relevant for vocational students preparing for professional life.
Main Findings
The study identifies several consistent outcomes of the BBQ program:
- Improved Qur’an reading fluency and tajwid accuracy among previously struggling students
- Steady progress in Qur’an memorization for students in the tahfidz track
- Higher learning motivation, especially among students without pesantren backgrounds
- Stronger religious routines embedded in daily school culture
Teachers reported that students became more confident in religious practices and more disciplined during learning sessions. Students themselves described the program as structured but supportive, reducing anxiety around Qur’an recitation.
Implications for Education Policy and Practice
The findings suggest that integrative Qur’anic programs like BBQ can be effectively implemented within formal school systems without overburdening the curriculum. For policymakers and school administrators, the model provides a replicable framework that balances academic demands with religious and character education.
The program is particularly relevant for vocational schools, where religious education often receives limited instructional time. By embedding Qur’anic learning into daily routines and assessment systems, schools can strengthen students’ moral foundations alongside technical skills.
Academic Insight
Reflecting on the program’s impact, Imroatul ‘Afifah from Universitas Muhammadiyah Malang emphasizes that Qur’anic education becomes more effective when learning is gradual, ability-based, and continuously evaluated. She highlights that integrating tahsin, tahfidz, and character habituation within one curriculum structure creates more meaningful and sustainable learning outcomes.
Author Profile
Imroatul ‘Afifah, M.Pd. is a lecturer and researcher at Universitas Muhammadiyah Malang, Indonesia. Her academic expertise includes Islamic education, curriculum development, and Qur’anic learning methodologies, with a focus on integrative and character-based education models.
0 Komentar