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Tahsin-Tahfidz Program Improves Qur’an Literacy Among Remote Island Elementary Students
A community-based education program led by Suma K. Saleh and colleagues from Universitas Muhammadiyah Luwuk Banggai has significantly improved Qur’an literacy among elementary school students in Indonesia’s remote Banggai Islands. Published in 2026 in the Indonesian Journal of Society Development, the study documents how structured teaching methods boosted students’ reading accuracy, memorization, and confidence. The findings matter because they offer a practical solution for improving religious education in underserved regions with limited access to qualified instruction.
The program was implemented at SD Inpres Bolonan, located in a rural island area of Central Sulawesi. Before the intervention, many students struggled to read the Qur’an correctly and had difficulty memorizing short chapters. These challenges are common in geographically isolated communities, where educational resources and instructional time are often limited.
Addressing Gaps in Qur’an Literacy
Qur’an literacy is a foundational component of Islamic education, shaping not only reading ability but also religious understanding and character development. However, disparities persist between urban and rural schools. In remote island regions like Banggai, students often lack consistent guidance in proper pronunciation (tajwid) and memorization techniques.
Previous studies have shown that early exposure to structured Qur’an learning improves both literacy and student motivation. Yet, many schools still rely on fragmented teaching methods. The program developed by Suma K. Saleh, Indah Marfu’ah, Marsella Lasiamini, and Robi Modoling responds to this gap by integrating two complementary approaches: tahsin (reading improvement) and tahfidz (memorization).
Simple, Structured Learning Approach
The research used a participatory, community-based design involving 37 students from grades IV to VI. Teachers of Islamic Religious Education were actively involved throughout the process.
The program followed three main stages:
- Initial assessment (pre-test): Measured students’ baseline reading and memorization skills
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Guided learning sessions:
- Talaqqi method for correcting pronunciation through direct teacher-student interaction
- Talqin method for guided memorization
- Muraja’ah for repeated practice and retention
- Final assessment (post-test): Evaluated progress after the intervention
This approach avoided complex tools and focused on direct mentoring, repetition, and active participation—methods that are easy to replicate in low-resource settings.
Clear Improvements in Reading and Memorization
The results show measurable and consistent improvements across multiple aspects of Qur’an literacy:
- Reading accuracy increased, especially in pronouncing Arabic letters correctly
- Understanding of basic tajwid rules improved
- Reading fluency became smoother and more confident
- Number of memorized short surahs increased
- Student confidence rose, particularly when reading aloud in class
At the start of the program, many students struggled to distinguish similar-sounding Arabic letters. By the end, their pronunciation was more precise, and their reading flow had improved significantly.
Suma K. Saleh from Universitas Muhammadiyah Luwuk Banggai explains that “direct interaction through talaqqi allows immediate correction, helping students refine their pronunciation step by step.” This hands-on method ensures that errors are addressed in real time, making learning more effective.
Impact Beyond Academic Skills
The program’s benefits extend beyond technical literacy. Teachers reported noticeable changes in student behavior and learning attitudes:
- Students became more motivated to learn the Qur’an
- Classroom participation increased
- Students showed greater confidence and willingness to practice publicly
- Regular group revision (muraja’ah) became a new habit
These behavioral changes indicate that improving Qur’an literacy also supports character development and religious engagement from an early age.
Teacher involvement played a critical role in sustaining these outcomes. Because educators participated in planning, implementation, and evaluation, they developed a strong commitment to continuing the program after the study ended. This aligns with community-based education models, where local ownership increases long-term impact.
A Scalable Model for Remote Education
The findings highlight a scalable solution for improving Qur’an literacy in underserved areas. The tahsin-tahfidz model is:
- Low-cost and practical
- Adaptable to different school environments
- Effective without advanced technology
- Sustainable through teacher involvement
For policymakers and education practitioners, the study offers a replicable framework that can be applied in other rural or island communities facing similar challenges.
The integration of structured reading correction and memorization techniques ensures that students not only read correctly but also retain what they learn. This dual focus addresses a common gap in religious education, where reading and memorization are often taught separately.
Expert Insight from the Research Team
The research team emphasizes that consistent practice and guided repetition are key to success. According to Suma K. Saleh and colleagues at Universitas Muhammadiyah Luwuk Banggai, combining tahsin and tahfidz creates a balanced learning process that strengthens both accuracy and memory.
Their findings reinforce earlier studies showing that interactive and repetitive learning methods improve literacy outcomes. However, this study adds new evidence from a remote island context, demonstrating that such approaches remain effective even in resource-limited settings.
Author Profile
Suma K. Saleh is a lecturer and researcher at Universitas Muhammadiyah Luwuk Banggai, specializing in Islamic education and community-based learning. He collaborated with Indah Marfu’ah, Marsella Lasiamini, and Robi Modoling, who share expertise in education, social development, and community engagement. Their work focuses on improving educational access and quality in rural and underserved regions.
Source
Journal: Indonesian Journal of Society Development (IJSD)
Year: 2026
DOI: https://doi.org/10.55927/ijsd.v5i2.9
URL : https://journalijsd.my.id/index.php/ijsd/index
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