在棉兰Al-Abid伊斯兰小学实施《古兰经扫盲计划》以提高阅读《古兰经》的能力

Siti Nurhalizah, Amiruddin Siahaan, Afrahul Fadhila Daulai
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摘要

本研究旨在分析:(1)《古兰经》扫盲计划;(2)《古兰经》扫盲计划的实施;(3)《古兰经》扫盲实施的评价过程;(4)《古兰经》扫盲计划的支持因素和抑制因素。这项研究是在棉兰西拉扬的阿比德伊斯兰小学进行的。本研究为定性分析研究,采用描述性研究方法。数据来源为《古兰经》识字协调器和右脑《古兰经》方法书,辅助数据来源为图书馆资料、文献和研究为先。数据收集工具是文件和访谈。定性数据分析技术包括对材料、结构和语言方面的描述,而定量分析则包括效度、信度、难度、可区分性和干扰因素。研究结果表明:(1)Al Islamic Private Elementary School -Abid的《古兰经扫盲计划》(Al- quan literacy program)参照政府法规,即2015年教育和文化部长第23号法规,作为实施扫盲以支持教育过程和教与学活动的一种形式。(2)《古兰经》识字计划的实施,使用瓦法法,使用hijazz音调,使用瓦法专用书籍,采用等级体系进行评价。(3)《古兰经》识字计划实施结果的评价过程,每2周进行一次,包括每日、每周和每月的评估,以确定学生的《古兰经》识字结果的程度。(4)《古兰经》识字计划的支持因素和抑制因素,《古兰经》识字的支持因素,《古兰经》识字的支持因素,《古兰经》识字的支持因素。连续法,教师与学生家长的良好配合,制约学生古兰经素养的因素,从教师因素来看,教授古兰经素养的时间不足,学生在家不重复上课,实施时间短。
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Implementation of the Al-Qur'an Literacy Program to Improve the Ability to Read the Al-Qur'an at the Al-Abid Islamic Elementary School in Medan
The research aims to analyze: (1) the Al-Qur'an literacy program (2) the implementation of the Al-Qur'an literacy program (3) the evaluation process for the implementation of Al-Qur'an literacy (4) supporting factors and inhibiting factors for Al-Qur'an literacy 'an. This research was conducted at the Al-Abid Islamic elementary school in Medan Selayang. This research is qualitative analysis research with a descriptive approach. The data source is the wafa Qur'an literacy coordinator and the right brain wafa method book, while the secondary data source is library materials, literature and research first. Data collection instruments are documentation and interviews. Qualitative data analysis techniques include descriptions of material, construction and language aspects, while quantitative analysis of validity, reliability, level of difficulty, distinguishability and distractors. Research findings show: (1) Al-Qur'an literacy program at Al Islamic Private Elementary School -Abid refers to government regulations, in this case Minister of Education and Culture Regulation No. 23 of 2015 as a form of implementing literacy to support the educational process and teaching and learning activities. (2) Implementation of the Al-Qur'an literacy program, using the wafa method, using hijaz tones, using special Wafa books, using a level system, evaluation (3) Evaluation process of the results of implementing Al-Qur'an literacy, carried out every 2 weeks includes daily, weekly and monthly assessments to determine the extent of students' Al-Qur'an literacy results (4) Supporting and inhibiting factors for the Al-Qur'an literacy program, Supporting factors for Al-Qur'an literacy, Continuous method , Good cooperation between teachers and parents of students, Factors inhibiting Al-Qur'an literacy, From teacher factors, lack of time in teaching Al-Qur'an literacy, Students who do not repeat their lessons at home, Short implementation time.
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