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Volume 9 , Number 2, November 2025 

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

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The Role of Islamic Religious Education Teachers in Improving 

the Ability to Read the Qur'an through the Al Wafa Method 

 
Wahyuni Ahadiyah1, Hanifah Eliyansah2 

Universitas Islam Lamongan 

wahyuniahadiyah@unisla.ac.id1, hanifaheliyansah25@gmail.com2  

 

Accepted: 

10 August 2025 

reviewed:  

5 September, 2025 

Published:  

20 November 2025 

 

Abstract: This research is motivated by the low ability of students to read the Qur’an at SMP 

Negeri 5 Lamongan, where many students are still unable to recognize hijaiyah letters or read the 

Qur’an properly according to tajweed rules. Therefore, the active role of Islamic Religious 

Education teachers and the implementation of appropriate learning methods are urgently needed 

to improve students’ Qur’anic reading skills. This study aims to describe the role of Islamic 

Religious Education teachers in improving students’ Qur’anic reading skills through the Al Wafa 

method at SMP Negeri 5 Lamongan, as well as to identify the supporting and inhibiting factors in 

its implementation. This research uses a descriptive qualitative approach with data collected 

through observation, interviews, and documentation. The results show that teachers play a vital 

role as educators, instructors, mentors, facilitators, and role models in Qur’anic education. The Al 

Wafa method is considered effective due to its enjoyable, illustrated, and easily understood 

approach, which enhances students' ability to read the Qur’an. Supporting factors include teacher 

enthusiasm, the availability of learning materials such as the Al Wafa book, and student motivation. 

Meanwhile, obstacles include limited instructional time, lack of parental support, and a shortage 

of teaching staff. Therefore, consistent application of the Al Wafa method significantly improves 

students' Qur’anic reading skills. 

 

Keyword:  Role Of Islamic Religious Educatoin Teachers, Ability to Read the Al Qur’an, Al Wafa 

Method 

 

Introduction 

Education is a crucial aspect of preparing children for the future. Since ancient times, 

education has existed, albeit in very simple forms (Citriadin, 2019). However, due to its simplicity, 

many people do not realize that their activities are actually part of the educational process. 

In general, education means a continuous effort to stimulate, accompany, and guide human 

beings through life's changes and developments. Education plays a vital role in shaping human 

life. Consequently, in Islamic teachings, education is considered highly important and holds a 

strategic position. Islam places great emphasis on education so that its followers can prepare a 

smart, qualified, and responsible future generation. Responsibility in education does not fall on a 

single party alone; it is a shared responsibility among the family, school, community, and the 

government. One form of this responsibility is to educate the younger generation to possess good 

Qur'anic literacy skills, which is a primary provision for Muslims in practicing their religious 

teachings (Citriadin, 2019). 

mailto:wahyuniahadiyah@unisla.ac.id1,
mailto:hanifaheliyansah25@gmail.com


  
 

Wahyuni Ahadiyah, Hanifah Eliyansah 
Peran Guru Pendidikan Agama Islam dalam Meningkatkan Kemampuan Membaca Al-Qur’an melalui Metode Al Wafa 

 
 

  

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The Qur'an is the word of Allah SWT, revealed as a miracle to the Prophet Muhammad 

SAW through the angel Gabriel and written in the form of a mushaf (codex). Reciting it is an act 

of worship, starting from Surah Al-Fatihah and ending with Surah An-Naas. The Qur'an serves as 

a guide for Muslims to achieve success and gain Allah's pleasure in life, both in this world and the 

hereafter. Given the importance of teaching the Qur'an, the Prophet Muhammad SAW advised 

that its instruction begin from an early age, as children have a high learning absorption capacity 

during this period, making it easier for them to understand the material or information provided 

(Susilawati, 2022). 

Regarding the Qur'an, the ability to read it among the community—spanning children, 

adolescents, adults, and the elderly—is still lacking; some cannot read it at all, and others have 

never even learned it. On the other hand, within the school environment, many students are still 

not fluent in reading the Qur'an. Effective and enjoyable learning methods are needed so that 

students have high motivation and interest in learning the Qur'an. The goal is for them to be able 

to read the Qur'an properly and correctly according to the rules of Tajwid science and to 

understand its contents (Susilawati, 2022). 

Reading the Qur'an requires a special understanding of recitation rules such as Tajwid. This 

distinguishes reading the Qur'an from reading ordinary texts, as errors in pronunciation can affect 

the meaning contained within the Qur'an and may lead to sin (Prihatin & Sari, 2020). Therefore, 

learning the Qur'an must be done correctly, using methods that can help students understand the 

recitation in accordance with Tajwid science (Hikmi & Halimi, 2018). 

In the process of learning the Qur'an, appropriate learning methods are necessary to ensure 

the learning process is effective and meets students' needs. The methods used must be able to help 

students understand the material well and achieve learning objectives optimally. There are various 

methods for learning the Qur'an, such as the Iqra', Tilawati, Baghdadiyah, Qira'ati, and the Wafa 

method (Hikmi & Halimi, 2018). 

Based on interviews and observations conducted at SMP Negeri 5 Lamongan, it was found 

that students' abilities in understanding Qur'anic learning still vary. Each child has different 

capabilities; some cannot read yet, while others cannot distinguish the sounds of the Hijaiyah 

letters. To address this, the Islamic Religious Education (PAI) teachers at the school have 

innovated by implementing the Al Wafa method. The reason for choosing the Al Wafa method is 

that it is considered effective and easy to understand according to students' needs. 

This aligns with a local government policy, namely the Regent Regulation of Lamongan 

(Perbup) Number 5 of 2013, concerning the reading of the Qur'an for students in Lamongan 

Regency. Chapter II, Article 2 of this regulation states: "The activity of reading the Qur'an for 

students in Lamongan Regency aims to improve the ability and skills of students in reading the 

Qur'an properly and correctly, and to understand the meaning contained within it. As well as to 

practice the contents of the Qur'an in daily life" (Bupati Lamongan, 2013). 

Furthermore, it is explained in the Government Regulation of the Lamongan Regent, stated 

in Article 9: "The learning of Qur'an reading for students in Lamongan Regency is conducted by 

Islamic Religious Education Teachers" (Bupati Lamongan, 2013). 

Role means the contribution or participation given by an individual in a task. A teacher is a 

person whose profession is as an educator, instructor, and guide in a learning process within an 

educational environment, whether formal or non-formal (Putri et al., 2020). According to Law No. 

14 of 2005 concerning Teachers, a "teacher is a professional educator whose main task is to 



  
 

Wahyuni Ahadiyah, Hanifah Eliyansah 
Peran Guru Pendidikan Agama Islam dalam Meningkatkan Kemampuan Membaca Al-Qur’an melalui Metode Al Wafa 

 
 

  

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educate, teach, guide, direct, train, assess, and evaluate students in early childhood education, 

primary education, and secondary education on the formal education path" (Undang-Undang No. 

14 Tahun 2005, 2005). 

According to Mulyasa, as quoted by Haniyyah (2021), among the roles of an Islamic 

Religious Education (PAI) Teacher are the following: 

1. Teacher as an Educator The teacher acts as an educational figure who becomes a role 

model for students and their environment. Therefore, the teacher must have a good 

personality, encompassing responsibility, authority, independence, and discipline. 

2. Teacher as an Instructor The teacher has the task of assisting developing students to learn 

something they do not yet know, develop competencies, and understand the learning 

standards being studied. 

3. Teacher as a Facilitator The teacher plays a role in encouraging and motivating student 

learning so that learning objectives can be achieved, creating a supportive classroom 

atmosphere, and adapting learning methods to suit student needs. For example: preparing 

learning tools, providing learning facilities in the form of methods and media. 

4. Teacher as a Guide The teacher plays a role in mentoring students during the learning 

process and their personal development. They help students develop their potential and 

overcome learning difficulties. 

5. Teacher as a Model and Example As a role model, a teacher will be the focus of students 

and their surroundings. Therefore, the teacher must be able to maintain their attitude, 

thought processes, lifestyle, and human relationships. They must also be able to set a good 

example for the surrounding environment (Haniyyah, 2021). 

Furthermore, an Islamic Religious Education teacher is someone who possesses knowledge 

of Islamic sciences, an educator who can guide and shape students' character into noble 

personalities (akhlaqul karimah). Their duty is not only to transfer knowledge but also to instill 

Islamic values. One important aspect of this role is helping students improve their ability to read 

the Qur'an. 

Ability means a capability or skill. According to Stephen P. Robbins, ability is the capacity 

and capability possessed by every individual to perform tasks within their job 

responsibilities. Reading is the activity of recognizing letters, words, and sentences in a text and 

understanding the meaning contained within. The ability to read the Qur'an is a skill in 

pronouncing every Hijaiyah letter tartil (slowly and distinctly), properly and correctly, while paying 

attention to the science of Tajwid, Makharijul Huruf (points of articulation), and the characteristics 

of the letters (Siswanto & Wahida, 2022). 

A person can be said to be able to read the Qur'an well and correctly if it aligns with Tajwid, 

Makharijul Huruf, Sifaatul Huruf (characteristics of letters), Fluency, and At-Tartil. Allah says in 

the Qur'an, Surah Al-Muzammil, commanding His servants to recite the Qur'an with tartil slowly, 

clearly, and with full contemplation in accordance with Tajwid rules (Maidali, 2020). 

SMP Negeri 5 Lamongan is a school not based on an Islamic boarding school (pesantren) 

but has a strong commitment to instilling Islamic values in its students. One tangible form of this 

commitment is the "Jum'at Qur'ani" (Qur'anic Friday) program. The Qur'anic learning using the 

Al Wafa method has been implemented by the school to improve students' Qur'an reading ability 

because the method is attractive, relatively easy to understand, and suits the students' needs. 

The Wafa method is a Qur'an learning method compiled by KH. Muhammad Shaleh 



  
 

Wahyuni Ahadiyah, Hanifah Eliyansah 
Peran Guru Pendidikan Agama Islam dalam Meningkatkan Kemampuan Membaca Al-Qur’an melalui Metode Al Wafa 

 
 

  

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Drehem, Lc., from the Yayasan Syafaatul Qur'an (YAQIN) Surabaya since 2012. It is a 

comprehensive, easy-to-understand Qur'an learning method, known for its enjoyable, illustrated, 

and Hijaz-note-based learning (Fithriyah, 2019). The method optimizes both the right and left 

brain; it involves short-term repetition associated with the right brain, which encompasses 

creativity and imagination (Fithriyah, 2019). 

The Wafa method is not very different from the Ummi method, which is also considered 

easy and enjoyable (Ahadiyah, 2023). Additionally, the Ummi method emphasizes the ability to 

read the Qur'an using melodies with high and low notes, making it easier to understand the 

Qur'anic text (Ahadiyah, 2023). Meanwhile, the Wafa method, besides being known as easy, 

enjoyable, and melodic, has its own uniqueness. Wafa learning uses a system of graded books 

consisting of 5 illustrated volumes. The Wafa books not only contain Hijaiyah script but are also 

equipped with illustrations corresponding to the material, including pictures of the Prophets, 

companions, and stories of the Prophets (Ainsairi et al., 2020). In its application, the Wafa method 

covers several levels, from Wafa 1 to Wafa 5, Tajwid, Gharib (unusual words), up to memorization 

(Ainsairi et al., 2020). It is a method that can stimulate students to recognize Qur'anic letters 

through imagination, often called conceptual learning, thereby striving to prevent children from 

getting bored quickly during Qur'an reading lessons. The goal of the Wafa method is to read the 

Qur'an properly and correctly according to Makharijul Huruf and the rules of Tajwid science 

(Ainsairi et al., 2020). 

The objectives of this research are to describe the role of Islamic Religious Education 

teachers in improving reading ability through the Al Wafa method at SMP Negeri 5 Lamongan, 

and to describe the supporting and inhibiting factors for Islamic Religious Education teachers in 

improving the ability to read the Qur'an using the Al Wafa method at SMP Negeri 5 Lamongan. 

Based on the data presented above, the researcher is interested in conducting a study entitled "The 

Role of Islamic Religious Education Teachers in Improving the Ability to Read the Qur'an through 

the Al Wafa Method at SMP Negeri 5 Lamongan." 

 

Methods 

In this research, the researcher used a descriptive qualitative approach with a type of field 

research. According to Sugiyono (2013), the qualitative research method is used to investigate 

objects in their natural conditions, where the researcher is the key instrument (p. 249). The purpose 

of this approach is to provide a deep description and explanation of a phenomenon or problem 

occurring in the field. Through this research, the researcher seeks to explain the Role of Islamic 

Religious Education Teachers in Improving the Ability to Read the Qur'an through the Al Wafa 

Method at SMP Negeri 5 Lamongan. This research was conducted at SMP Negeri 5 Lamongan, 

with the research subjects consisting of PAI teachers and 70 students from grades VII, VIII, and 

IX. 

The data collection process was carried out directly at the research location through 

observation, interviews, and documentation. The observation technique involved directly 

observing the Qur'an learning process, while tests or evaluations were conducted to assess 

students' abilities. Relevant documents such as a brief school profile, the school's vision and 

mission, and documentation of learning activities were also collected. 

After the data was collected, verification was carried out using a triangulation technique. The 

methods used to manage and analyze the data in this research included data reduction, data 



  
 

Wahyuni Ahadiyah, Hanifah Eliyansah 
Peran Guru Pendidikan Agama Islam dalam Meningkatkan Kemampuan Membaca Al-Qur’an melalui Metode Al Wafa 

 
 

  

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presentation, and drawing conclusions. The data in this research is presented in the form of tables 

and descriptive narratives. 

 

Result And Discussion 

Based on the results of the researcher's field study, the findings regarding the role of Islamic 

Religious Education (PAI) teachers in improving the ability to read the Qur'an through the Al 

Wafa method at SMP Negeri 5 Lamongan are presented sequentially. The information results will 

be detailed according to the findings at the research location, from observational data and 

interviews with the School Principal, the Vice Principal for Curriculum, PAI teachers, and students 

of SMP Negeri 5 Lamongan. 

1. The Role of Islamic Religious Education Teachers in Improving the Ability to Read 

the Qur'an through the Al Wafa Method at SMP Negeri 5 Lamongan 

The results of the research conducted at SMP Negeri 5 Lamongan indicate that the teacher's 

role is central. This is in line with the statement of the school principal, Esty Sulistyowati, who 

stated that "a teacher plays an important role in the learning process, especially PAI teachers in 

improving students' ability to read the Qur'an. The role of PAI teachers is not only to educate but 

also to act as guides, direct students, supervise, and help students develop their potential, assist 

with difficulties experienced by students at school, especially in Qur'an learning activities to 

enhance their Qur'an reading ability" (E. Sulistyowati, personal interview, 26 April 2025). 

Islamic Religious Education teachers have a very significant role in the process of learning 

to read the Qur'an at school. This role is not limited to delivering material but also includes acting 

as educators, instructors, guides, facilitators, and role models in improving the ability to read the 

Qur'an. This is evidenced by the field findings: 

Table 1: Field Findings 
 

NO TEORI TEMUAN 

1 According to Mulyasa, as an 
educator, the teacher plays a role in 
shaping students’ character, 
personality, and good morals while 
instilling religious teachings. 

Accustoming students to perform 
ablution before beginning Qur’an 
lessons. It is expected that this practice 
develops discipline and helps maintain 
purity when reading the Qur’an. 

2 According to Mulyasa, as an 
instructor, the teacher helps students 
who are developing to learn 
something they have not known 
before. 

Learning to recognize letters and 
distinguish the sounds of Hijaiyah 
letters, including their articulation 
points (Makharijul Huruf) and the 
rules of tajwid. For example, each 
letter’s pronunciation is emphasized 
when reading: alif, ba, ta, tsa. 

3 According to Mulyasa, as a mentor, the 
teacher plays a role in guiding and 
assisting students in the process of 
learning the Qur’an, helping those who 
experience difficulties in their studies. 

Before students start reading one by 
one, the teacher first explains the 
material about Qur’an reading 
according to the lesson for that day. 



  
 

Wahyuni Ahadiyah, Hanifah Eliyansah 
Peran Guru Pendidikan Agama Islam dalam Meningkatkan Kemampuan Membaca Al-Qur’an melalui Metode Al Wafa 

 
 

  

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4 According to Mulyasa, as a 
facilitator, the teacher plays a role in 
fostering students’ learning 
interest, creating a conducive 
learning atmosphere, and 
developing Qur’an learning 
methods that meet students’ needs, 
thus achieving learning objectives. 

Qur’an learning uses the Wafa 
method, which is easy and enjoyable. 
The school facilitates students with 
Wafa books (levels 1–5) available in 
the school library. The school also 
provides certificates for students 
who have successfully completed 
their Qur’an learning. 

5 According to Mulyasa, as a model 
and role model, the teacher serves as 
an example for students and the 
surrounding environment. As a role 
model, the teacher must be a good 
example for students and the 
community and should practice what 
has been taught. 

In addition to Qur’an learning using the 
Wafa method, the school also holds a 
muroja’ah (Qur’an review) activity once 
a month. During this activity, students 
gather in the prayer room (musholla) 
with other teachers, especially Islamic 
Education (PAI) teachers, who 
participate by reading and listening to 
the students’ recitations. 

 

Based on observations, interviews, and documentation, it is known that the Qur'an reading 

ability of students at SMP Negeri 5 Lamongan was initially very low. This was particularly evident 

in their ability to recognize letters, distinguish letter sounds and their points of articulation 

(makharijul huruf), and their lack of understanding of tajwid rules. Based on interview information 

obtained from the PAI teacher, Dian Eka, the initial conditions showed that "the Qur'an reading 

ability of most students was still relatively low. Approximately 80% of students could not read the 

Qur'an and did not recognize the Hijaiyah letters" (D. Eka, personal interview, April 26, 2025). 

This became a significant concern for the school in improving students' religious literacy. 

As a solution, the school designed the "Jum'at Qur'ani" program, a Qur'an learning activity 

using the Al Wafa method conducted once a week. In this context, the teachers implemented 

learning using the Al Wafa method, which is known as a enjoyable, comprehensive method that 

optimizes the right brain and uses images and Hijaz melodies to stimulate students in conceptually 

recognizing Hijaiyah letters. 

The implementation of the Al Wafa method has proven to have a positive impact on 

improving students' Qur'an reading ability. Based on an interview with one of the students, Salwa, 

she stated that before the implementation of the Al Wafa method, "her Qur'an reading ability was 

still halting, and she did not yet properly understand the rules of tajwid" (Salwa, personal interview, 

May 19, 2025). However, after the implementation of this method, her ability improved; she 

became able to distinguish Hijaiyah letter sounds and tajwid rules, and had progressed from level 

2 to level 4. 

From the research findings obtained by the researcher, the application of this Al Wafa 

method led to significant progress. The students' Qur'an reading ability showed increasing 

improvement. This is further evidenced by the documentation of student learning outcomes 

through the following score summary: 



  
 

Wahyuni Ahadiyah, Hanifah Eliyansah 
Peran Guru Pendidikan Agama Islam dalam Meningkatkan Kemampuan Membaca Al-Qur’an melalui Metode Al Wafa 

 
 

  

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Figure 1: Students’ Score Recap 

Several teachers also stated that the Al-Wafa method makes it easier for students to 

recognize Hijaiyah letters, understand recitation rules (tajwid), and increase their interest and 

diligence in learning the Qur’an. This success supports the relevance of using this method in 

Qur’an learning. 

2. Supporting and Inhibiting Factors for Islamic Education Teachers in Improving 

Students’ Qur’an Reading Ability through the Al-Wafa Method at SMP Negeri 5 

Lamongan 

Learning the Qur’an is an important aspect of Islamic education, especially at the elementary 

and secondary school levels. In improving students’ ability to read the Qur’an using the Al-Wafa 

method, the learning process does not always run smoothly without challenges. There are several 

supporting and inhibiting factors faced by Islamic Education (PAI) teachers in implementing 

Qur’an learning. 

Based on research conducted at SMP Negeri 5 Lamongan with Islamic Education teacher 

Dian Eka, the findings indicate several supporting factors that determine students’ success in 

learning the Qur’an using the Al-Wafa method. The following table presents the field findings 

regarding these supporting factors: 

 

Table 2: Supporting and Inhibiting Factors for Islamic Education Teachers in Improving Qur’an 

Reading Ability Using the Al-Wafa Method at SMP Negeri 5 Lamongan 

NO TEORI TEMUAN 

1 The Wafa book is a comprehensive learning 

method that optimizes the right brain. It is 

an enjoyable method featuring illustrated 

stories with hijaz melodies. 

Students participating in Qur’an learning 

using the Wafa method were seen 

bringing the Wafa books during class. As 

they progress through the levels, they 

move from one book to the next, and 



  
 

Wahyuni Ahadiyah, Hanifah Eliyansah 
Peran Guru Pendidikan Agama Islam dalam Meningkatkan Kemampuan Membaca Al-Qur’an melalui Metode Al Wafa 

 
 

  

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advanced students bring the Qur’an 

itself. 

2 The teacher’s enthusiasm and consistency in 

being responsible for guiding students in 

Qur’an learning regularly. 

The teacher consistently teaches, 

ensuring no class is left unattended. 

Qur’an lessons are conducted every 

Friday from 07:00 to 08:10 a.m. 

3 Students’ interest or willingness to learn the 

Qur’an. 

Students show enthusiasm in 

participating in Qur’an learning at 

school. In a class with 15 students, all 

attend the Qur’an lessons regularly, with 

none absent. 

 

The results obtained from field research show several factors that can hinder Islamic Education 

(PAI) teachers in improving students’ ability to read the Qur’an. 

 

Table 3: Inhibiting Factors for Islamic Education Teachers in Improving Qur’an Reading Ability 

through the Al-Wafa Method 

NO TEORI TEMUAN 

1 Short allocation of time The Al-Qur'an learning using the Wafa method is 
conducted only once a week every Friday from 
07.00–08.15. This limited time can hinder students’ 
learning progress. 

2 Lack of parental assistance There is a lack of parental support in accompanying 
their children to learn the Qur'an. 

3 Insufficient number of educators 
for Qur'an learning at school 

Due to the large number of students, teachers 
experience difficulties in evaluating students during 
Qur'an learning sessions. 

 

Conclusion 

Based on the research findings, the role of Islamic Religious Education (PAI) teachers at SMP 

Negeri 5 Lamongan is pivotal in enhancing students' Qur'an reading proficiency. Their responsibilities 

extend far beyond conventional teaching; they act as comprehensive educators, mentors, facilitators, and 

role models who guide students in understanding Qur'anic recitation according to the principles of Tajwid 

and Makharijul Huruf while simultaneously shaping their character. The implementation of the Al Wafa 

method has demonstrably led to significant improvements in this area, proving its effectiveness in 

advancing students' Qur'anic literacy. 

However, this process involves both supporting and inhibiting factors. Key supports include the 

availability of engaging and comprehensible Al Wafa textbooks, the high motivation and consistency of 

the teachers, and strong enthusiasm from the students. Conversely, several challenges hinder optimal 

results, namely the limited time allocated for Qur'anic lessons, a lack of accompanying guidance from 

parents at home, and insufficient teaching staff dedicated to this subject. 



  
 

Wahyuni Ahadiyah, Hanifah Eliyansah 
Peran Guru Pendidikan Agama Islam dalam Meningkatkan Kemampuan Membaca Al-Qur’an melalui Metode Al Wafa 

 
 

  

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