Six Strategies to Enhance Teacher Competence in Tahfiz Quran Learning at Islamic Elementary Schools
DOI:
https://doi.org/10.67055/1b003q34Keywords:
Tahfiz Quran, teacher competence, Islamic elementary schools, educational strategiesAbstract
Tahfiz Quran learning at the elementary school level is a crucial foundation in shaping a Quranic generation. However, the competence of tahfiz teachers continues to face challenges in terms of methodology, pedagogical skills, and the effective use of technology. This study aims to explore and formulate strategies for improving teacher competence in tahfiz education at Islamic elementary schools through a multi-case approach, thereby producing an effective, contextual, and sustainable learning model. A qualitative design with multi-case study was employed across several Islamic elementary schools in West Sumatra. The study involved 20 informants, consisting of Quranic education experts, tahfiz teachers, and school principals selected through purposive sampling. Data were collected through in-depth interviews, both individually and via focus group discussions. All data were analyzed thematically using the Miles & Huberman framework, supported by NVivo 12 software for coding, visualization, and cross-case triangulation. The findings reveal six key strategies: competency-based training, systematic development of tahfiz modules, integration of educational neuroscience, mentoring and peer learning, utilization of digital technology, and continuous evaluation and reflection. These strategies contribute to the development of a more inclusive and adaptive model of Islamic education. The results can serve as a reference for elementary-level institutions in West Sumatra to design programs that strengthen tahfiz teacher competence.
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