Islamic Religious Education Teachers' Strategies in Overcoming Students' Difficulties in Reading the Qur'an at MTs An Nur Buuts Palu

Abstract

Reading the Qur'an is different from reading ordinary texts because it has special rules such as makhraj, letter properties, and tajwid that must be mastered to avoid errors in meaning. This study used a descriptive qualitative approach at MTs An Nur Buuts Palu in April–July 2025 with subjects of grade VII Islamic Religious Education teachers as well as informants of the madrasah principal, students, and parents. Data were obtained through interviews, observations, and documentation, then tested with triangulation of techniques and sources, and analyzed through collection, reduction, presentation, and drawing conclusions (Sugiyono, 2012). The results showed that students experienced difficulties in fluently pronouncing the hijaiyah letters, did not understand the rules of tajwid, and did not read the harakat regularly. The teacher's strategy to overcome this was carried out by providing materials and motivation, involving peer tutors, and an additional one-hour program specifically for reading the Qur'an outside the classroom. Inhibiting factors found included peer influence, diverse student backgrounds, and the impact of electronic media. This study emphasizes the importance of integrated learning strategies involving teachers, parents, and schools to optimally improve students' ability to read the Qur'an.