用tsaqifa法在穆罕默迪亚职业高中开展塔菲兹古兰经活动,对学生进行宗教品格教育

Muhammad Amir Alfaridzi, Khabihiz Jafitri, Oksita Purwanti
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引用次数: 1

摘要

本研究的目的是描述(1)以Tsaqifa方法的tahsin和tahfidz活动在Surakarta Muhammadiyah职业高中3的古兰经学习中的应用。(2) Tsaqifa法应用的支持因素和抑制因素;(3)Tsaqifa法对《古兰经》的塔辛和塔非滋活动的影响。使用的研究方法是描述性定性的。本研究的数据来源是苏拉塔穆罕默迪亚职业高中(Muhammadiyah vocational high School 3 Surakarta)的教师、学生和古兰经科目的学习过程。本研究的对象是教师在学习《古兰经》时所采用的教学方法的结果。数据收集使用访谈、观察和文档技术。制约因素主要有大量的古兰经阅读能力仍然结巴、古兰经学习兴趣不足、基础设施不足等。支持因素即内部因素是指学生自身产生的因素,外部因素是指家庭、制度和学校环境。克服每一个问题或抑制因素仍在研究中,以找到正确的解决方案。
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IMPLEMENTATION OF RELIGIOUS CHARACTER EDUCATION IN STUDENTS THROUGH TAHFIDZ QUR'AN ACTIVITIES WITH TSAQIFA METHOD IN MUHAMMADIYAH VOCATIONAL HIGH SCHOOL 3 SURAKARTA
This study aims are to describe (1) Application of tahsin and tahfidz activities with Tsaqifa method in learning the Qur’an at Muhammadiyah vocational high School 3 Surakarta. (2) Supporting and inhibiting factors of the application of the Tsaqifa method, and (3) Results in the activities of tahsin and tahfidz of the Qur’an using the Tsaqifa method. The research method used is descriptive qualitative. Sources of data in this study were teachers, students, and the learning process of the Qur’an subjects at Muhammadiyah vocational high School 3 Surakarta. The object of this study is the result of the teaching methods used by teachers in learning the Qur’an. Data collection uses interview, observation, and documentation techniques. The inhibiting factors are the large number of Qur’an reading skills still stammering, lack of interest in learning the Qur’an, and lack of infrastructure. Supporting factors namely internal factors are factors that arise from students themselves, and external factors namely family, institutional, and school environment. To overcome each problem or inhibiting factors are still being studied to find the right solution.
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