Pembelajaran Berdiferensiasi Berbasis Ketuntasan pada Pendidikan Al-Qur’an Nonformal: Studi Kasus di TPA Baiturrahim

Abstract

The diversity of Qur'an reading abilities among students at the Al-Qur'an Education Park (TPA) poses a challenge in implementing effective learning because each student has a different level of learning readiness. This condition requires the implementation of learning strategies that can accommodate differences in abilities so that the learning process takes place optimally. This study aims to analyze the implementation of differentiated learning at TPA Baiturrahim and identify learning strategies that support the improvement of Qur'an reading and memorization abilities among students. The study used a qualitative approach with a case study design. Data were collected through repeated observations conducted over a month, semi-structured interviews with two educators, namely Ustadz Faisal and Ustadzah Ika, and documentation in the form of memorization control books and learning documents. Data analysis used the Miles, Huberman, and Saldaña model through the stages of data condensation, data presentation, and drawing and verifying conclusions. The research results show that differentiated learning is implemented through grouping students based on their Quranic reading ability, using the talqin method according to the characteristics of the study group, implementing a repetition system until learning completion is achieved, utilizing memorization control books as a tool for monitoring student progress, and implementing joint recitations to reinforce memorization. This strategy allows each student to receive learning services tailored to their abilities without having to follow the same targets uniformly. This research demonstrates that the effectiveness of learning in TPA (Teaching and Recitation Center) is determined not only by the teaching method but also by adaptive learning management through the integration of ability-based grouping, continuous evaluation, a repetition system, and recitations. These findings contribute to the development of a differentiated learning model based on completion that can be an alternative for developing learning in non-formal Quranic education institutions.