KEPERLUAN PEMBAHARUAN PEDAGOGI DALAM KAEDAH ASAS MENGAJI AL-QUR’AN: KAEDAH IFTaR

Abstract

The skill of reading the Qur'an in its original language is very important for a Muslim. However, there are still many primary school students who are unable to read the Qur'an after Grade One. This article analyzes four methods of reading the Qurán in Malaysia, namely the Muqaddam Baghdadiyah, the Qiraati Dachlan Salim, the Iqra Asád Humam and the Iqra' Fast Track Rosnani (IFTaR). The researcher found that the first three methods lacked objectives, poor organization of lesson sequence, unclear principles of teaching and assessment. None of these follow the psychological theory of learning and effective pedagogical principles. In trying to recognize and remember letters and vowels, the first three methods taxed the mind through repetitive verbal pronunciation without any writing and listening skills. Scientific principles such as distinguishing letters using color, tracing letters and words, connecting and dissecting words, and providing pictures for the meaning are not applied. These are among the advantages of the IFTaR Method compared to the three methods. Studies of the IFTaR Method among kindergarten children, remedial classes in primary schools, and converts from an Outreach Centre have shown positive achievements in terms of attention, retention, reproduction, and motivation to continue learning.