PENERAPAN METODE DRILL UNTUK MENINGKATKAN KEMAMPUAN MENGHAFAL SURAT PENDEK PADA PEMBELAJARAN AL-QUR’AN HADITS DI MADRASAH IBTIDAIYAH

Abstract

Qur’an-Hadith learning in Islamic elementary schools requires students to read and memorize short surahs accurately; however, differences in learning pace and consistency of practice often result in some students not achieving the expected memorization targets. This study aimed to describe the implementation of the drill method in Grade IV Qur’an-Hadith learning at MI NW Tanak Beak Narmada, analyze students’ memorization achievement after instruction, and identify implementation challenges and the strategies used to address them. This study employed a descriptive qualitative field-study approach involving one Qur’an-Hadith teacher and 23 Grade IV students whose memorization scores were documented. Data were collected through classroom observations, interviews with the teacher, instructional document analysis, and documentation of students’ memorization outcomes. Data were analyzed through data reduction, data display, and conclusion drawing, while memorization scores were analyzed descriptively to provide an overview of learning mastery. The findings showed that the drill method was implemented through information, transformation, and evaluation stages by integrating teacher modeling, repeated recitation, whole-class, group, pair, and individual practice, verse-sequencing cards, worksheets, rewards, and routine muraja’ah. Among the 23 students, the mean memorization score was 80.22; 19 students (82.61%) achieved the minimum mastery score of 70, while 4 students (17.39%) did not reach the mastery criterion. The main challenges included maintaining students’ concentration during practice and accommodating differences in memorization ability. The findings indicate that, within the context of this study, the implementation of the drill method was supported by structured repetition, varied learning activities, feedback, muraja’ah, and the adaptation of practice to students’ abilities.

ABSTRAK

Pembelajaran Al-Qur’an Hadits di madrasah ibtidaiyah menuntut kemampuan membaca dan menghafal surat pendek secara tepat, namun perbedaan daya serap dan konsistensi latihan sering menyebabkan sebagian peserta didik belum mencapai target hafalan. Penelitian ini bertujuan mendeskripsikan penerapan metode drill dalam pembelajaran Al-Qur’an Hadits kelas IV di MI NW Tanak Beak Narmada, menganalisis capaian hafalan setelah pembelajaran, serta mengidentifikasi kendala dan strategi penanganannya. Penelitian menggunakan pendekatan kualitatif deskriptif berbasis studi lapangan dengan melibatkan satu guru Al-Qur’an Hadits dan 23 peserta didik kelas IV yang memiliki data skor hafalan terdokumentasi. Data diperoleh melalui observasi pembelajaran, wawancara dengan guru, dokumentasi perangkat pembelajaran, dan rekapitulasi hasil hafalan peserta didik. Analisis dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan skor hasil hafalan dianalisis secara deskriptif untuk menggambarkan ketuntasan belajar. Hasil menunjukkan bahwa metode drill diterapkan melalui tahap informasi, transformasi, dan evaluasi dengan memadukan contoh bacaan guru, pengulangan ayat, latihan klasikal, kelompok, berpasangan, dan individual, kartu potongan ayat, lembar kerja, reward, serta muraja’ah rutin. Dari 23 peserta didik, nilai rata-rata hafalan mencapai 80,22; sebanyak 19 peserta didik (82,61%) mencapai nilai minimal 70, sedangkan 4 peserta didik (17,39%) belum tuntas. Kendala utama meliputi kesulitan menjaga konsentrasi selama latihan dan perbedaan kemampuan menghafal. Temuan menunjukkan bahwa penerapan drill dalam konteks penelitian ini didukung oleh pengulangan yang terstruktur, variasi aktivitas, umpan balik, muraja’ah, dan penyesuaian latihan terhadap kemampuan peserta didik.