The Sorogan Method as an Individualized Pedagogical Approach to Enhancing Qur’anic Reading Competence in Public Schools
DOI:
https://doi.org/10.35719/adabiyah.v7i1.1259Keywords:
Qur’anic reading competence, individualized pedagogy, Islamic education, sorogan method, public schoolsAbstract
This study examines the sorogan method as an individualized pedagogical approach for enhancing Qur’anic reading competence in public secondary schools. Situated within a Qur’anic Reading and Writing (BTQ) program, the study explores how a traditional Islamic instructional practice is adapted to a formal school context, identifies factors that support and constrain its implementation, and analyses its pedagogical impact on students’ Qur’anic reading competence and religious engagement. Using a qualitative case study design, data were collected through classroom observations, semi structured interviews, and document analysis involving Islamic education teachers, student mentors from Islamic student organizations, teaching practicum students, and learners. The findings indicate that the individualized nature of the sorogan method, supported by talaqqi, musyafahah, and peer assisted learning, facilitated improvements in reading fluency, pronunciation accuracy, and the application of basic tajwid principles. In addition to technical reading skills, the approach contributed to the development of students’ religious attitudes, learning motivation, and collaborative responsibility. This study argues that the sorogan method, when implemented in public school settings, provides a pedagogically viable and culturally grounded model for strengthening Qur’anic literacy within contemporary formal education.
References
Amrullah, M. F. N., Mahamod, Z., & Yamat, H. (2022). A systematic review on differentiated instruction in language teaching. NeuroQuantology, 20(8), 1303–1319.
Bakri, F., Wello, M. B., & Dollah, S. (2022). Zone of proximal development in teaching English poetry: An overview in Indonesian higher education context. In Proceedings of the National Seminar of Pendidikan Bahasa Inggris (NSPBI 2022) (pp. 296–302). Universitas Negeri Makassar.
Faruq, U., & Bakar, M. Y. A. (2025). Education as a tool for social transformation from the perspective of philosophy of science. Concept: Journal of Social Humanities and Education, 4(1), 56–74. https://doi.org/10.55606/concept.v4i1.1759
Fauzi, I. (2018). Etika profesi keguruan. IAIN Jember Press.
Fauzi, I. (2019). Manajemen pendidikan ala Rasulullah. Ar-Ruzz Media.
Fitria, A., Rodliyah, S., & Fauzi, I. (2025). Integrating character education into religious practices: The management of Jumat Berkah and bakti sosial programs. Jurnal Pendidikan Agama Islam, 20(2), 247–260. https://doi.org/10.14421/manageria.2025.101-01
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2018). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 110(6), 879–899. https://doi.org/10.1037/edu0000242
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Kementerian Agama Republik Indonesia. (2023). Survei Kementerian Agama: Indeks literasi Al-Qur’an kategori tinggi. https://kemenag.go.id/nasional/survei-kemenag-indeks-literasi-al-qur-an-kategori-tinggi-w0A7W
Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan. (2022). Panduan pembelajaran dan asesmen pendidikan anak usia dini, pendidikan dasar, dan pendidikan menengah. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Lickona, T. (2012). Educating for character: How our schools can teach respect and responsibility. Bantam.
Manaf, S., Rokimin, R., & Mahendra, B. A. (2023). The effectiveness of Qur’anic reading and writing (BTQ) instructional methods on Qur’anic reading competence of young learners at TPQ Darunnajah Jakarta. Bisma: Jurnal Pengabdian Masyarakat, 1(2), 172–181. https://doi.org/10.61159/bisma.v1i2.178
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.
Nisa, E. S., & Maharani, D. (2022). The influence of the Qira’ati method on students’ Qur’anic reading ability. Jurnal Qiroah, 12(1), 43–52. https://doi.org/10.33511/qiroah.v12n1.43-52
Nucci, L., Narvaez, D., & Krettenauer, T. (2014). Handbook of moral and character education. Routledge.
Nurhasan, N., Hidayat, Y., Hadiat, H., Dini, A., & Fauzian, R. (2023). The effectiveness of Qur’anic learning in elementary schools. Jurnal Basicedu, 7(1), 1075–1085. https://doi.org/10.31004/basicedu.v7i1.4840
Padilah, N. Y. N., Qomusuddin, I. F., & Destian, I. (2024). Effectiveness of the takhassus Qur’anic reading and writing class in improving students’ Qur’anic reading competence. JSIM: Jurnal Ilmu Sosial dan Pendidikan, 5(1), 58–67.
Rhamadan, R., & Ikhlas, A. (2023). Strategies of Islamic education teachers in improving students’ Qur’anic reading ability at vocational secondary schools. ISLAMIKA, 5(1), 84–97. https://doi.org/10.36088/islamika.v5i1.2392
Rijal, F., Idris, T., & Husni, H. (2020). Improving Qur’anic reading competence of students at the Faculty of Education of Islamic State Universities in Aceh. Jurnal Mudarrisuna, 10(4), 585–601.
Rizkinta, E. N. (2023). The implementation of reading skill-based Qur’anic learning for elementary school students. Bunayya: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 4(3), 133–141.
Salsabila, A., Makarim, C., & Subagiya, B. (2024). Optimizing Qur’anic reading and writing instruction at Islamic senior secondary schools. Idarah Tarbawiyah: Journal of Management in Islamic Education, 5(1), 43–49.
Saputra, A., Nuseha, A., & Nurlaela, A. (2022). The use of the sorogan method in improving the quality of Qur’anic recitation. Jurnal Keislaman, 5(2), 186–195. https://doi.org/10.54298/jk.v5i2.3440
Setyowati, E., Nurfaidah, E., Lailatul, L., & Binti Latifah, R. (2023). Improving TPQ students’ Qur’anic reading ability through tajwid instruction using the sorogan method. Al-Khidmah: Jurnal Pengabdian Masyarakat, 3(2), 97–106. https://doi.org/10.56013/jak.v3i2.2423
Supendi, D. (2023). Assistance program for Qur’anic reading and writing instruction at MDTA Hidayatussibyan. Journal of Community Empowerment and Innovation, 2(1), 16–25.
Suriansyah, M. A. (2020). The implementation of talaqqi and musyafahah methods in improving students’ Qur’anic reading ability. Fitrah: Journal of Islamic Education, 1(2), 216–231.
Sya’bani, M. A. Y., & Tama, E. Y. (2023). The implementation of Qur’anic recitation mentoring programs at public Islamic senior high schools. Tamaddun, 24(2), 63–75. https://doi.org/10.30587/tamaddun.v24i2.6360
Thaha, H. (2025). The application of peer lesson learning strategies to improve students’ learning outcomes in Islamic education at elementary schools. IJIER: Indonesian Journal of Islamic Educational Review, 2(2), 92–99.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
Topping, K. J. (2017). Peer tutoring: Old method, new developments. Educational Psychology, 37(1), 3–23. https://doi.org/10.1080/01443410.2016.1202837
Wulandari, A., Novianti, D., Mulyaningsih, I. S., & Maulana, R. (2024). The role of Qur’anic education in the Islamic education curriculum for shaping Qur’anic generations. Fatih: Journal of Contemporary Research, 1(2), 161–171.
Wulandari, K. D., Wardah, A., Syarifah, L., & Bakar, M. Y. A. (2024). Optimizing learning through understanding students’ initial competence. Journal Sains Student Research, 2(6), 34–45. https://doi.org/10.61722/jssr.v2i6.2902
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ulya Makwa Arrahma, Chusna Nur Rosyida, Syaikhu Abdillah Faqih, Achmad Maimun
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
