Peningkatan Kemampuan Literasi Al-Qur'an Anak Usia Dini Melalui Metode Iqro' Di Dukuh Temon Desa Pagerukir

Abstract

Qur’anic literacy is an important part of children’s education because it encompasses the ability to recognize hijaiyah letters, read and write, understand diacritical marks, pronounce letters according to their makhraj, and recognize basic tajwid. In Temon Hamlet, Pagerukir Village, children’s Qur’anic literacy skills are still relatively limited, as indicated by hesitant reading, the need to strengthen mastery of hijaiyah letters, and insufficient mastery of makhraj, tajwid, and diacritical marks. This condition is also related to the limited availability of learning facilitators, as the learning process is supported by one facilitator for 12 students aged 6–12 years. This community service activity aimed to describe the initial conditions, the implementation of assistance using the Iqra’ method, the development of children’s abilities, and the challenges encountered during the learning process. The assistance was conducted four times a week using the Asset-Based Community Development (ABCD) approach by identifying children, the facilitator, Qur’anic learning activities, and the learning environment as assets to be developed. The Iqra’ method was applied gradually to strengthen letter recognition, reading, writing, diacritical marks, makhraj, tajwid, and reading fluency. The results showed qualitative development: children became more accustomed to Qur’anic learning, their reading became more directed, and their basic abilities began to develop, although some still required further assistance. The activity indicates that regular practice, appropriate assistance, and facilitator capacity strengthening are important for sustaining Qur’anic learning.