PERAN GURU AL-QUR’AN HADITS TERHADAP KEMAMPUAN MEMBACA AL-QUR’AN PESERTA DIDIK KELAS VII MTs AL-MA’MUR BANJARSARI TANGGAMUS

NANA, SOFIANA (2025) PERAN GURU AL-QUR’AN HADITS TERHADAP KEMAMPUAN MEMBACA AL-QUR’AN PESERTA DIDIK KELAS VII MTs AL-MA’MUR BANJARSARI TANGGAMUS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui peran guru mata pelajaran Al-Qur’an Hadits terhadap kemampuan membaca Al-Qur’an peserta didik kelas VII di MTs Al-Ma’mur Banjarsari Tanggamus. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri dari guru Al-Qur’an Hadits dan peserta didik kelas VII. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru berperan sebagai pengajar, pembimbing, motivator, dan teladan dalam meningkatkan kemampuan membaca Al-Qur’an. Peran guru terlihat melalui pembelajaran terstruktur, bimbingan individu bagi siswa yang mengalami kesulitan, serta pemberian motivasi dan keteladanan. Faktor pendukung meliputi sarana prasarana yang memadai dan dukungan lingkungan sekolah, sedangkan faktor penghambat meliputi perbedaan kemampuan dasar siswa dan keterbatasan waktu pembelajaran. Penelitian ini merekomendasikan peningkatan strategi pembelajaran dan program pendampingan intensif untuk siswa yang mengalami kesulitan membaca Al-Qur’an. Kata Kunci: Peran Guru, Al-Qur’an Hadits, Kemampuan Membaca Al-Qur’an. ii ABSTRACT This study aims to determine the role of the Qur’an Hadith subject teacher in improving the Qur’an reading ability of seventh-grade students at MTs Al-Ma’mur Banjarsari Tanggamus. This research employed a qualitative approach with a descriptive method. The research subjects consisted of the Qur’an Hadith teacher and seventh grade students. Data collection techniques included observation, interviews, and documentation. The findings reveal that the teacher plays the roles of educator, guide, motivator, and role model in enhancing students’ Qur’an reading ability. These roles are implemented through structured learning, individual guidance for students facing difficulties, as well as motivation and exemplary conduct. Supporting factors include adequate facilities and supportive school environment, while inhibiting factors involve differences in students’ basic abilities and limited learning time. The study recommends enhancing learning strategies and implementing intensive mentoring programs for students struggling to read the Qur’an. Keywords: Teacher’s Role, Qur’an Hadith, Qur’an Reading Ability.

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