Teachers’ Perception and Implementation of The Talaqqi and Musyafahah Methods when Teaching and Learning the Al-Quran Under the Tamayyuz Program

Back Ground: Talaqqi and musyafahah are face-to-face learning methods that involve direct transmission of knowledge from teacher to student. In the context of reciting the al-Quran, this act was inherited from the Archangel Gabriel (PBUH) and later implemented by Prophet Muhammad (PBUH) to the following generations, and the practice has continued until today. This method should be applied during teaching and learning sessions in al-Quran recitation classes. However, the current school education system is burdened with a congested academic curriculum and various other non-academic programs that has posed challenges in implementing talaqqi and musyafahah when teaching the al-Quran. This issue also affects students enrolled in al-Quran memorising (tahfiz) programs.
Objective: This study aimed to examine teachers’ perception regarding the implementation of talaqqi and musyafahah in the Tamayyuz program as well as learning the al-Quran by Tamayyuz students, in addition to also analysing teachers’ views and suggestions for improving the program.
Methods: The design of this study was a combination of qualitative and quantitative approaches. The data collection method for the qualitative study used the methods of document analysis and interview. Meanwhile, the data collection method for the quantitative study used the questionnaire and performance test instruments. The compiled data were analyzed using Statistical Package for Social Sciences (SPSS 23.0) via Crosstab analysis.
Results: Findings indicate that most teachers have a positive perception of the talaqqi and musyafahah methods used in teaching and learning the al-Quran in schools, while the majority of Tamayyuz teachers also practiced this method in their al-Quran teaching sessions. However, several issues in its implementation were identified, such as a lack of teaching skills for demonstrating proper recitation and limited exposure to effective talaqqi and musyafahah techniques. Furthermore, students were burdened with heavy academic loads and tight schedules that posed challenges when fully engaging with these methods.
Conclusion: Findings of this study can help relevant parties improve the effective implementation of talaqqi and musyafahah methods in the Tamayyuz program, ultimately contributing to students’ excellence.

Tamayyuz program, implementation, talaqqi and musyafahah, huffaz

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