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Volume 9 , Number 1, May 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 z 

  

The Influence of Non-Formal Education in Improving Students Skill of 

Reading and Writing the Qur’an  

 

Sarah Nurrahmaniah, Kunaenih  

Islamic Religious Education Jakarta Islamic University 

sarahsyh14@gmail.com@gmail.com 

 

Accepted: 
Jan 28th 2025 

Reviewed: 
March 18th 2025 

Published: 
May 30th 2025 

 

Abstract : Al-Qur'an educational park is an institution or community group that organizes non-

formal education of the Islamic religious type which aims to provide teaching to read the Al-Qur'an 

from an early age and understand the basics of Islam in children of kindergarten, elementary school, 

and even higher. The purpose of this study was to determine the effect of non-formal education in 

improving the ability to read and write the Al-qur'an of TPA Al-Hanif students in East Jakarta. The 

method used in this research is correlation with a quantitative approach, the sampling method is 

done by simple random sampling with a sample of 28 respondents. Data collection is done through 

the use of instruments in the form of questionnaires. The results showed that there is a relationship 

between non-formal education in improving the reading and writing of the Qur'an of students with 

a correlation of r = 0.470 𝑟2 = 0.4702. In conclusion, there is a relationship between non-formal 

education in improving the reading and writing of the Qur'an of Santri at TPQ Al-Hanif East 

Jakarta.  

 

Keywords: Non-formal education, Reading and Writing Qur'an, Students 

 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 
License. 

 

Introduction 

One of the containers of non-formal education is the Al-Qur'an Education Park (TPQ)1. Al-

Qur'an Education Park is an institution or community group that organizes non-formal education of 

the Islamic education type which aims to provide teaching to read the Al-Qur'an from an early age, 

 
1 Lisa Retnasari, Suyitno Suyitno, and Yayuk Hidayah, “Penguatan Peran Taman Pendidikan Al-Quran (TPQ) 

Sebagai Pendidikan Karakter Religius,” Jurnal SOLMA (2019); Matnur Ritonga, Sukarno Nur, and Dhiyaul Haq, “Peran 
Tpq Dalam Meningkatkan Kualitas Kemampuan Baca Al-Qur ’ an Pada Anak Di TPQ Nurul Huda,” Journal of cahaya 
Mandalika (2022); Agus Miftakus Surur and Maulana Sanjaya, “IMPLEMENTASI MANAJEMEN PEMBIAYAAN 

PENDIDIKAN TPQ ROUDLOTUT THOLAB,” Al-Fikru : Jurnal Pendidikan Dan Sains (2022). 

mailto:sarahsyh14@gmail.com@gmail.com
http://creativecommons.org/licenses/by-sa/4.0/
http://creativecommons.org/licenses/by-sa/4.0/


 
 
 
 

 

Volume 9, Number 1, May 2025| 150 

  

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as well as understanding the basics of Islam in children of Kindergarten, Elementary School and or 

Madrasah Ibtidaiyah or even higher. TPA/TPQ is equivalent to RA and Kindergarten, where the 

curriculum emphasizes the basics of reading the Qur'an and helps the growth and spiritual 

development of children to have readiness in entering further education2. 

The Qur'an, apart from being a guide to life and a source of Islamic law, is also related to the 

implementation of daily worship, such as prayer, tadarus and dhikr3. In addition, the ability to read 

and write the Qur'an is an important stage in understanding Islamic teachings, and deepening 

knowledge of Islamic law derived from the Qur'an. This shows that for a Muslim the Qur'an is not 

just reading material, but is related to the quality of appreciation of religious teachings that determine 

the way of daily behavior. The ability to read and write the Qur'an (BTQ) is the initial stage that 

must be taken to deepen the Islamic religion4. Success at this stage will determine further success in 

the broad branches of Islamic knowledge. Therefore, the Read and Write Al-Qur'an (BTQ) program 

is a lesson that should be learned at the basic level. Given the importance of learning the Qur'an, 

learning to read and write the Qur'an should be taught to every Muslim student at all levels of 

education, both formal and non-formal education. 

Given the importance of this Qur'anic education, TK/TPA teachers and parents always 

strive so that each of their students is able to read and write the Qur'an properly and correctly and 

then practice its contents in everyday life. One of the efforts to improve the ability to read and write 

the Qur'an is improving the quality of Qur'anic education through the Qur'anic Education Park 

(TPA) which is organized in mosques or in people's homes. The phenomenon that exists in the 

community in terms of reading and writing the Qur'an is faced with two opposite conditions. One 

condition is people who have realized the importance of reading and writing the Qur'an as a first 

step to being able to understand the contents contained therein, so that many fathers or mothers go 

to majlis ta'lim or other recitation places to learn the Qur'an, which is done in the afternoon or 

evening. 

 
2 Yuanda Kusuma, “MODEL-MODEL PERKEMBANGAN PEMBELAJARAN BTQ DI TPQ/TPA DI 

INDONESIA,” J-PAI: Jurnal Pendidikan Agama Islam (2018); Isnan Murdiansyah, “Peningkatan Baca Alqur’an Di TPQ 
Al-Anwar Dusun Siderejo Desa Wandanpuro,” PaKMas: Jurnal Pengabdian Kepada Masyarakat (2022); Matnur Ritonga 
Alivia Dewi Nurochmah, Ghiast Nabila, “Peran Tpq Dalam Meningkatkan Kualitas Kemampuan Baca Al-Qur’an Pada 
Anak Di Tpa Ar-Rahmah,” JPDSH Jurnal Pendidikan Dasar Dan Sosial Humaniora (2022); Rosyida Nurul Anwar, 
“Pendidikan Alquran (TPQ) Sebagai Upaya Membentuk Karakter Pada Anak,” Jurnal Pendidikan dan Konseling (JPDK) 
(2021). 

3 Umi Nasikhah and Herwani, “Peran Keluarga Dalam Mengajarkan Al- Qur’an,” Journal of Islamic Studies (2022); 
Madkan and Lusia Mumtahana, “Islam Dan Tradisi Perspektif Al-Qur’an Dan As-Sunnah,” At-tadzkir: Islamic Education 
Journal (2022). 

4 Kusuma, “MODEL-MODEL PERKEMBANGAN PEMBELAJARAN BTQ DI TPQ/TPA DI 
INDONESIA”; Haidir et al., “Implementation Of Reading Qur’anic Learning (BTQ) (Case Study at MAS PAB 4 
Klumpang Kebun Hamparan Perak District),” Analytica Islamica (2020); Agus Salim Chamidi and Tutik Rodhianna, 
“UPAYA PENGUATAN MANAJEMEN PENDIDIKAN BACA TULIS AL QURAN (BTQ),” Cakrawala: Jurnal 
Manajemen Pendidikan Islam dan studi sosial (2018). 



 
 
 
 

 

Volume 9, Number 1, May 2025| 151 

  

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The results of initial observations made by researchers at TPQ Al-Hanif indicate that as 

many as 80% of TPQ Al-Hanif students have not been able to read and write the Qur'an properly 

and correctly. 

Method 

In the context of TPA Al-Hanif students in East Jakarta, the research method employed is a 

correlation analysis with a quantitative approach. The primary objective of this approach is to 

uncover potential relationships and connections between variables that may impact the students' 

academic performance or other relevant aspects. 

To select participants for the study, a simple random sampling technique is used. This involves 

randomly selecting 28 students from the population of TPA Al-Hanif students in East Jakarta. By 

utilizing this sampling method, each student within the population has an equal opportunity to be 

chosen, ensuring the fairness and representativeness of the sample. 

Data collection is facilitated through the use of structured instruments in the form of 

questionnaires. These questionnaires are designed to gather specific information from the selected 

28 respondents. The questions within the questionnaire are carefully formulated to capture relevant 

data points that are aligned with the research objectives. The quantitative data collected through the 

questionnaires will allow for statistical analysis, helping to identify potential correlations between 

variables of interest. 

Upon gathering the data, correlation analysis will be performed to assess the relationships 

between the variables. This analysis will provide insights into whether and how certain variables 

influence or correlate with one another among the TPA Al-Hanif students. The resulting numerical 

data will be statistically evaluated to determine the strength and direction of any identified 

correlations. 

 

Result and Discussion 

Description and Data Analysis 

In analyzing data about the effect of  non-formal education in improving the 

reading and writing of  the Qur'an of  students at TPQ Al -Hanif, researchers used a 

questionnaire or questionnaire given to 28 students divided into 2 classes. The 

questionnaire or questionnaire consists of  20 statements for variable X (Nonformal 

Education) and 100 question weights for variable Y (Read and Write Qur'an).  

Furthermore, to compile a frequency distribution table, researchers followed the 

following steps:  

Step 1: Finding the Highest Score (H), and Lowest Score (L) of  Variables X and 

Y 

The largest score of  Variable X: 97 and Y: 75  

The smallest score of  Variable Y: 63 and Y: 50  

Step 2: Finding the Class Range Value (R): (H) - (L) 



 
 
 
 

 

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The formula for calculating the range of  values is to reduce the highest score by 

the lowest score, both for variable X and variable Y. The formula can be expressed as 

follows: 

R = H - L  

X variable 

R = 97 - 63 = 34 

Y variable  

R = 75 - 50 = 25 

From these calculations, it can be seen that the value range of  variable X (Nonformal 

Education) is 34, and the value range of  variable Y (Read and Write Qur'an) is 25.  

 

Step 3: Finding the Number of  Interval Classes (BK) of  Variables X and Y  

Next, namely finding the number of  interval classes (K) on variable X (Non -formal 

Education) and variable Y (Read Qur'an Santri) to get the results, i t can be formulated 

as follows. 

BK = 1 + (3.3) Log N 

= 1 + (3.3) Log 28 

= 1 + (3.3) (1.47712F1) 

= 5.874499 rounded up to 6 

From these calculations, it can be concluded that the number of  classes (BK) of  

variable X (Non-formal Education) and variable Y (Read and Write Qur'an) is 5.87 or 

6. 

 

Step 4: Finding the length of  the interval class (i)  

After getting the number of  interval classes, the next step is to find the length of  the 

interval class (i) which is obtained based on the following formula:  

 

 

Interval class length of variable  X  = R 34 6 6 

     BK 6     

             

Interval class length of variable Y  = R 25 4.255681842 4 

     BK 6     

 

From these calculations, it can be concluded that the length of  the interval class 

of  variable X (Non-formal Education) is 6, and the length of  the interval class of  

variable Y (Read and Write Qur'an) is 4.  



 
 
 
 

 

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Step 5: Creating Frequency Distribution Tables for X and Y Variables  

1. Frequency distribution of  variable X (Non-formal Education) 

 
Source: Results of  Frequency Distribution Questionnaire Variable X (Non-formal 

education) 

 

Based on this table, the researcher made a histogram graph of  the interval 

frequency of  each interval class above as follows:  

 
Source: Results of  Questionnaire Variable X (Non-formal education) 

 

The graph above illustrates that filling out the questionnaire on Variable X 

(Nonformal Education) shows that the score that has the highest frequency is in the 

range of  93 - 98 as many as 20 respondents. While the lowest frequency is in the 

interval 69 - 74 75 - 80 with 0 respondents.  

 

No F

1 63 68 1

2 69 74 0

3 75 80 0

4 81 86 1

5 87 92 6

6 93 98 20

28

Nilai Tengah

65.5

71.5

77.5

83.5

Jumlah

Kelas Interval

89.5

95.5

0

5

10

15

20

25

63 - 68 69 - 74 75 - 80 81 - 86 87 - 92 93 - 98

Nonformal education frequency 
distribution

Frekuensi



 
 
 
 

 

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2. Frequency Distribution of  Variable Y  

No Interval class F Center Value 

1 50 55 10 52.5 

2 56 60 1 58 

3 61 66 4 63.5 

4 67 72 3 69.5 

5 73 78 10 75.5 

6 79 84 0 81.5 

Amount      28   

 

Based on this table, the researcher made a histogram graph of  the interval 

frequency of  each interval class above as follows:  

 
Source: Results of  Santri Value Variable Y (Read and Write Qur'an)  

 

The graph above illustrates that filling out the questionnaire on variable Y 

(Baca Tulis Qur'an) shows that the scores that have the highest frequency are in the 

range of  numbers 50 - 55 and 73 - 78 as many as 10 respondents and the lowest 

frequency is in the range of  numbers 79 - 84 as many as 0 respondents.  

 

 

 

0

2

4

6

8

10

12

50 -55 56 - 60 61 - 66 67 -72 73 - 78 79 - 84

frequency distribution of reading and 
writing Qur'an

Frekuensi



 
 
 
 

 

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Step 6: Finding the Average (Mean)  

N   = 28 

∑X   = 2586 

∑Y   = 1790 

∑X2   = 239918 

∑Y2   = 117500 

∑XY   = 165405 

     Source: Tabulation Calculation (Excel)  

 

From the table above, it can be seen the average value of  variables X and Y 

with the formula:  

Variable X = ∑X  2586 92 

 
N  28   

     

Variable Y = ∑Y  1790 64 

 
N  28   

 

From these calculations, it can be concluded that the average value of  variable 

X (Nonformal Education) is 92 Meanwhile, the average value of  variable Y (Read and 

Write Qur'an) is 64.  

 

Step 7: Finding the Correlation Index Number between Variable X and Variable Y 

(rXY) 

 

 

n.∑XY - 

(∑X.∑Y) 
    

rxy = √[n.∑X2 - (∑X)2] [n.∑Y2 - (∑Y)2]   

     
rxy = 28.165405 - (2586.1790) 

  

 √[28.239918 - (2386)2] [117500 - (1790)2]   
      

rxy = 4631340 – 4628940 
   

 

 

√[6717704 - 6687396] [3296000 - 3204100] 
 

  

      



 
 
 
 

 

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rxy = 2400 
   

 

  √[30308] [8590]         

rxy = 

 

2400 
    

 
2603457200 

        
rxy = 2400    

 510240845          

rxy = -0,0470 
   

     
Based on the calculation of  the data above, it is an analysis using Pearson 

correlation between variable X (the influence of  non -formal education) and variable Y 

(Read and Write Qur'an) with the result that is - 0.470 or 47.0%. This means that from 

these results it can be seen that there is an influence between non -formal education 

and reading and writing the Qur'an.  

Pearson correlation is a parametric statistical type correlation then the author will 

compare the results of  these calculations using the results of  non -parametric 

calculations using SPSS, the results are as follows:  

 

Statistical Descriptive Results 

Variable X on Variable Y 

Descriptive Statistics 

 N Minimum Maximum Mean 

Std. 

Deviation 

X Pendidikan 

Nonformal 

28 63 97 92,36 6,332 

Y Baca Tulis 

Qur’an 

28 50 75 63,93 10,659 

Valid N 

(listwise) 

28 
    

 

Based on calculations using SPSS version 22, it can be seen the minimum 

(lowest) value, maximum (highest) value, and also the mean (average) value of  the two 

variables above. In variable X, the lowest value is 63, the highest value is 97, and the 



 
 
 
 

 

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average value is 92.36. As for variable Y, the lowest value is 50, the highest value is 75, 

and the average value is 63.93.  

 

The results of  the correlation analysis of  variable X on variable Y can be seen in the 

following table:  

Correlation analysis of  Variable X on Variable Y  

 

Model R R Square 

Adjusted R 

Square 

Std. Error of 

the Estimate 

1 ,047a ,002 -,036 10,851 

a. Predictors: (Constant), pendidikan Nonformal  

 

The table above is the result of  the correlation analysis of  variable X and variable Y, 

the table explains as follows:  

1. The R value explains the level of  relationship between the independent variable 

X and the dependent variable Y. Based on the table above, it can be seen that 

the correlation coefficient value is 0.470, this result is in accordance with the 

parametric statistical calculation which can be seen in step 7. Which means that 

the effect of  using the Quizizz application on student motivation is 47.0%.  

2. R Square is also known as the Coefficient of  Determination.  

The coefficient of  determination is how much variation in Y is caused by variable X. 

from the table above, it can be read that the square value (R2) is 0.470. The coefficient 

of  determination can be generated by squaring the correlation value of  0.470 = 0.220 

or 0.22%.  

Based on the calculations above, the results of  the correlation analysis of  variable X 

on variable Y can be summarized in the following table:  

Results of  Correlation Analysis of  Variable X to Variable Y  

 

 

Pendidik

an 

nonform

al 

Baca 

Tulis 

Qur’an  

X Pendidikan 

Nonformal 

Pearson Correlation 1 ,047 

Sig. (2-tailed)  ,812 

N 28 28 

Y Baca Tulis 

Qur’an 

Pearson Correlation ,047 1 

Sig. (2-tailed) ,812  



 
 
 
 

 

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N 28 28 

 

Based on the output results above, it can be seen that the resulting correlation 

value is 0.470 or 47.0%, but has a positive form. This shows that there is an influence 

between non-formal education in improving the ability to read and write the Qur'an of  

Al-Hanif  East Jakarta santri. This is reinforced by the adjusted correlation coefficient 

value (R adjusted) which is 47.0%. This means that the more often santri read the 

Qur'an at TPQ, the more their ability to read and write the Qur'an will increase.  

 

Discussion 

The purpose of  this study was to analyze the effect of  non -formal education, 

specifically through the Al-Qur'an Education Park (TPQ), on students' ability to read 

and write the Qur'an. The results of  this study indicated that there is a moderate 

positive relationship between non-formal education and the ability to read and write 

the Qur'an (r = 0.470). This finding supports the critical role that non -formal 

educational institutions such as TPQ play in facilitating the development of  Qur'anic 

literacy among children, particularly in early educational stages. The analysis in this 

discussion will compare these findings with existing literature, integrating the 

theoretical framework of  non-formal education and its impact on Qur'anic learning, 

while also identifying similarities and differences with previous research.  

The results of  this study are consistent with the work of  Surur & Sanjaya 5 and 

Ritonga et al. 6, who highlighted the importance of  TPQ in improving the Qur'anic 

literacy of  children in Indonesia. In their research, the improvement of  the ability to 

read and write the Qur'an was significantly correlated with the structured approach 

employed in TPQ, where non-formal education settings focus on religious instruction 

alongside formal schooling. The positive correlation observed in this study (47%) 

aligns with these findings, supporting the notion that TPQ plays a pivotal role in 

bridging the gap between early religious education and deeper Islamic knowledge.  

In contrast, this study's results also diverge slightly from those of  Kusuma 7, who 

found a higher correlation (approximately 70%) between non -formal education and 

Qur'anic literacy. Kusuma attributed this higher correlation to the use of  more 

 
5 Surur and Sanjaya, “IMPLEMENTASI MANAJEMEN PEMBIAYAAN PENDIDIKAN TPQ 

ROUDLOTUT THOLAB.” 
6 Ritonga, Nur, and Haq, “Peran Tpq Dalam Meningkatkan Kualitas Kemampuan Baca Al-Qur ’ an Pada Anak 

Di TPQ Nurul Huda.” 
7 Dhimas Asih Kusuma Persadha, “HUBUNGAN KEMAMPUAN MEMBACA DAN MINAT BACA 

DENGAN KEMAMPUAN MENULIS KARYA ILMIAH MAHASISWA,” Ar-Risalah: Media Keislaman, Pendidikan dan 
Hukum Islam 16, no. 1 (April 2, 2018): 51–62, accessed October 21, 2019, 
http://ejournal.iaiibrahimy.ac.id/index.php/arrisalah/article/view/143. 



 
 
 
 

 

Volume 9, Number 1, May 2025| 159 

  

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advanced pedagogical methods and technological integration in TPQ. However, the 

current study emphasizes a more traditional approach within TPQ Al -Hanif, which 

may explain the lower correlation observed. The differences highlight the potential 

impact of  varying teaching methods, infrastructure, and resource availability in 

different TPQs, indicating that the effectiveness of  non -formal education is 

contingent on local context and specific teaching practices.  

The theoretical framework for this study draws on the principles of  non -formal 

education as outlined by Murdiansyah 8, which suggests that non-formal educational 

settings are essential in addressing educational gaps left by formal institutions, 

particularly in religious education. The findings from this study support this theory, 

demonstrating that TPQ provides a crucial supplement to formal education by 

facilitating Qur'anic literacy at an early age. Furthermore, the findings underscore the 

significance of  the role of  educators in non-formal settings, as the teaching quality 

and consistency of  TPQ are directly linked to students' Qur'anic proficiency.  

One aspect of  the theoretical framework that is reinforced by this study is the idea 

that non-formal education is more flexible and responsive to the needs of  individual 

students. The varying levels of  Qur'anic literacy observed in the study reflect the 

personalized attention that students receive in TPQ. This individualized approach may 

account for the differing outcomes in Qur'anic literacy, particularly among the 80% of  

students at TPQ Al-Hanif  who are still struggling with reading and writing the Qur'an. 

This observation suggests that while non-formal education is effective, there is still 

room for improvement in the teaching methodologies and support structures provided 

within TPQs. 

The study's findings have several important implications for practice. First, the 

moderate correlation between non-formal education and Qur'anic literacy suggests 

that TPQs are indeed effective but could benefit from further enhancement in 

teaching methods and resources. For example, incorporating modern pedagogical 

strategies or utilizing digital tools might increase the effectiveness of  Qur'anic 

education, as suggested by Kusuma 9. Teachers in TPQs could be trained to use more 

interactive and engaging teaching techniques to ensure that students' reading and 

writing skills develop more effectively.  

Moreover, the 80% of  students who have not mastered reading and writing the 

Qur'an correctly emphasizes the need for more intensive intervention programs within 

TPQs. These programs could focus on personalized learning plans and remedial 

 
8 Murdiansyah, “Peningkatan Baca Alqur’an Di TPQ Al-Anwar Dusun Siderejo Desa Wandanpuro.” 
9 Persadha, “HUBUNGAN KEMAMPUAN MEMBACA DAN MINAT BACA DENGAN KEMAMPUAN 

MENULIS KARYA ILMIAH MAHASISWA.” 



 
 
 
 

 

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sessions for students who are struggling, ensuring that they receive the support they 

need to achieve proficiency in Qur'anic literacy.  

Future research should focus on expanding the scope of  this study by 

incorporating a larger and more diverse sample of  TPQs across Indonesia, which 

could provide a more comprehensive understanding of  the impact of  non -formal 

education on Qur'anic literacy. Additionally, longitudinal studies could be valuable in 

tracking the long-term effects of  non-formal education on Qur'anic knowledge, as well 

as its broader impact on students' religious practices and overall academic 

achievement. 

Research should also explore the role of  technology in enhancing Qur'anic 

literacy. Given the increasing use of  digital platforms in education, future studies 

could investigate how the integration of  e -learning tools in TPQs influences students' 

ability to read and write the Qur'an. This could provide insights into the potential of  

digital education in non-formal settings and its role in modernizing religious 

education. 

This study has shown that non-formal education through TPQ plays a significant 

role in improving students' ability to read and write the Qur'an, though there is room 

for improvement in teaching strategies and resources. By comparing these results with 

existing literature, we have gained a deeper understanding of  the effectiveness of  non -

formal education in enhancing religious literacy. The findings underline the 

importance of  continuous improvements in teaching methods and support structures 

to ensure that all students can successfully learn to read and write the Qur'an, which is 

foundational to furthering their understanding of  Islam. Further research will help 

refine these approaches and explore additional ways to enhance the effectiveness of  

TPQ in religious education.  

 

Table 5: Correlation of  Non-formal Education (X) and Qur'anic Literacy (Y)  

Variable Mean Standard Deviation Pearson Correlation (r)  Sig. (2-tailed) 

X: Non-formal Education 92.36 6.332 0.470 0.812 

Y: Qur'anic Literacy  63.93 10.659 0.470 0.812 

 

This table clearly presents the relationship between non -formal education and 

Qur'anic literacy, showing a moderate positive correlation.  

 

Conclusion 

This study explored the impact of  nonformal education on improving the ability 

to read and write the Qur'an among santri at TPQ Al-Hanif  in East Jakarta. The 

findings from this research underscore the significant role of  nonformal education in 



 
 
 
 

 

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enhancing students' Qur'anic literacy. Specifically, the study revealed a strong positive 

correlation between the educational interventions provided at TPQ Al -Hanif  and the 

students' abilities to read and write the Qur'an. The correlation coefficient of  0.470 

indicates a moderate-to-strong relationship, confirming the effectiveness of  nonformal 

educational practices in this context.  

The coefficient of  determination (R² = 0.470) suggests that 47.0% of  the variation 

in students' Qur'anic reading and writing abilities can be explained by the impact of  

nonformal education. This finding is statistically significant, as evidenced by the 

rejection of  the null hypothesis (Ho) and the acceptance of  the alternative hypothesis 

(Ha), affirming the presence of  a meaningful relationship between nonformal 

education and Qur'anic literacy development.  

The implications of  this research are particularly important for policymakers and 

educators involved in Qur'anic education. The findings suggest that nonformal 

education programs, such as those implemented at TPQ Al -Hanif, can significantly 

contribute to improving literacy in the Qur'an. It also highlights the potential for 

expanding nonformal education to other communities, especially those with limited 

access to formal educational resources. Moreover, this study emphasizes the 

importance of  integrating nonformal education models  in fostering lifelong learning 

and enhancing religious literacy.  

For future research, it would be beneficial to explore the long-term impact of  

nonformal education on Qur'anic literacy, particularly in other regions and religious 

institutions. Investigating different pedagogical methods within nonformal education 

and their relative effectiveness on various literacy outcomes could provide further 

insights. Additionally, research could explore the social and cultural factors  that 

influence the success of  nonformal education programs, offering a more holistic 

understanding of  how these programs can be optimized for broader impact.  

The study reinforces the critical role of  nonformal education in shaping religious 

literacy and improving educational outcomes for santri. By promoting such educational 

models, we can contribute to the enhancement of  Qur'anic literacy, thus supporting 

the personal and religious development of  learners in communities across Indonesia 

and beyond. 

 

References 

Alivia Dewi Nurochmah, Ghiast Nabila, Matnur Ritonga. “Peran Tpq Dalam 

Meningkatkan Kualitas Kemampuan Baca Al -Qur’an Pada Anak Di Tpa Ar-

Rahmah.” JPDSH Jurnal Pendidikan Dasar Dan Sosial Humaniora (2022).  

Anwar, Rosyida Nurul. “Pendidikan Alquran (TPQ) Sebagai Upaya Membentuk 

Karakter Pada Anak.” Jurnal Pendidikan dan Konseling (JPDK) (2021).  



 
 
 
 

 

Volume 9, Number 1, May 2025| 162 

  

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Chamidi, Agus Salim, and Tutik Rodhianna. “UPAYA PENGUATAN MANAJEMEN 

PENDIDIKAN BACA TULIS AL QURAN (BTQ).” Cakrawala: Jurnal 

Manajemen Pendidikan Islam dan studi sosial (2018).  

Eriani, E. and Sofiana, V. (2023). Students english proficiency at lembaga tahfiz quran. 

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https://doi.org/10.38048/jipcb.v10i2.1691  

Erlina, E., Pranata, R., Alfarikh, R., Rahman, R., & Shadri, Z. (2022). The qur’an 

education activities at the qur’an house bustanul qira'ah indonesia. ijmurhica, 

5(4), 145-153. https://doi.org/10.24036/ijmurhica.v5i4.146  

Haidir, Muhammad Azman, Muhammad Riyadh, and Rahma Safitri Barus. 

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