Jurnal Empowerment
Volume 8 Nomor 1, Februari 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738

AN IMPLEMENTATION OF PARTICIPATIVE IQRO METHOD IN
THE ORIENTED OF AL-QURAN EDUCATION CENTER ON THE

PURPOSE OF LEARNING GOAL AND OBJECTIVES
FOR EARLY CHILDREN

(Case Study on the Group B Students of TPQ Assalam in West Bandung Regency)

Chandra Asri Windarsih

IKIP Siliwangi

chandraasriwd@yahoo.com

ABSTRACT
Learning to read and write the Quran using the IQRO method has been used for a
long time and applied to children. The basic reason is that with IQRO it is very easy
for children to follow, the book is cheap consisting of six books that have a certain
level. This research wants to collaborate with the learning goal method and
objectives oriented. Hopefully, that early childhood is easy to understand and easy to
remember letters, to be able to read the Quran correctly. Formulation of the problem
"How is the application of participatory learning IQRO method in TPQ oriented to
the purpose of learning activities for early childhood". The objective of the research
is to find the general description, planning, implementation, and evaluation,
participatory learning of the IQRO method in TPQ through the Learning Goal
Method and Objectives Oriented on children. This research used a qualitative
method with analytical descriptive. The researcher analyzes data, find information,
relationships, basic frameworks, carefully compare, and report in narrative form.
The result is that children who are included in participating and have goals in IQRO
learning will be able to more quickly and master learning. Location of research in
TPQ (Alquran Education Center) Assalam Pakusarakan Earth Complex II Rt 03/25
Tanimulya Ngamprah Kab. West Bandung.

Keywords: Participatory Learning, AlQuran Education Center, Early Childhood

INTRODUCTION
We must educate children from childhood. With the many ways or methods of learning in
children's learning techniques are required to be able to prepare themselves to be human
beings who succeed in school without forgetting spiritual intelligence. In the golden age,
children begin to react to stimuli given either from themselves or from other people and their
environment. This period of sensitivity children need the right conditions and stimulation so
that children's growth and development is achieved optimally. This condition requires the
role of educators (parents, teachers, or adults) who understand the development and potential
of children, Santoso, (2018: 61). As an additional and complementary element
(Complementary Education), Out of School Education presents subjects outside the
curriculum. In harmony with the opinion of Santika (2016: 166-174). Participatory learning,
in essence, can be interpreted as an effort of educators to include students in learning
activities. Characteristics of participatory learning are: educators/teachers play a role only to
help students to have initiatives to participate in learning activities, encourage students to find
a comfortable atmosphere, conducive, fun, in learning, participating in group learning
activities, supporting students to be able to increase the desire for achievement.

Jurnal Empowerment
Volume 8 Nomor 1, Februari 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738

The participation of students in learning through the stages of learning activities, namely the
program planning stage (planning program), implementation (implementation program),
evaluation (evaluation program) learning activities. Educators encourage students to find
solutions (problem-solving). Learning Objectives (Learning Goals and Objectives Oriented),
created with a framework that has been compiled and then formulated according to the needs
of students without forgetting the experiences, abilities of children, environment, abilities,
and seeing various backgrounds, opportunities, and obstacles that will be faced. With the aim
to understand and express what must be prepared and done in participatory learning. One way
to learn to read and write the Quran uses the IQRO method which has been used for a long
time and applied to children. Irliana, 2016 stated that learning system with IQRO is very
effective because anyone will find it easy and the level of difficulty is small so that old,
young children easily learn, especially for those who have mastered reading, writing Arabic
letters, and reciting will be felt pleasant. Some of the reasons that support this method are
because it is widely used in kindergarten, TAAM, RA, TPQ even in the mosque. If IQRO one
has finished then it will be continued with IQRO 2 and so on with Ebta first as a test to move
volumes. Based on the findings in the field with the convenience obtained this study wants to
collaborate with participatory learning programs with the aim of children easily understand
learning to read the Quran. This is evident in their ability to recite or read the Quran which is
smoother than reading Alfabeth's letters and some even do not recognize Alfabeth's letters but
can recite. (Irliana, Faiqotul, Hikmah, et al, 2016: 206)

THEORIES OF THE STUDY AND RESEARCH METHOD
Islamic rule in education adheres to several methods for preparing and educating children
with proper education and educating pious people at all times. Each of these methods has an
effect on humans, especially for children, these methods move their feelings and direct them
right on target, right according to the expectations of learning. As stated by Maghribi (2004:
367) in Saputra Rahmat (2014: 111), namely educators act as facilitators and pump up
enthusiasm in participatory methods while children must play an active role and take
initiative, and the teacher as a supporter. Things that are organized in learning include,
organizing children's playgrounds, playing media, learning religion, sports, study schedules,
and various kinds of learning activities. These things do not seem too complicated, but if not
organized can lead to learning not optimal. According to Azwardi (2015: 108-114) Initially
the role of educators was more dominant in providing children's needs, starting from the
preparation of teaching materials and implementation to being guided over time, the child
will begin to be released but still guided so that over time the child will begin to be released
but still under the control of the educator can take the most effective and efficient learning
initiative for him. The IQRO method prioritizes the personal abilities of each student. Every
child has their own words depending on their ability and tenacity in learning. This difference
is caused by the IQRO method not being classical but individually. Children who are
creative, diligent, and study hard will be more racing results and cannot be equated with other
children (Srijatun, 2017: 25). In research on the application of participatory learning IQRO
methods in TPQ with the aim of children can participate in learning. This means to know,
reveal, and examine the application of participatory learning IQRO methods in TPA that have
learning objectives. The learning model can be interpreted as a patterned system to be used in
compiling guidelines in the form of curriculum, prota, promes, arranging material, organizing
learners, and choosing devices and systems in a learning condition, (Nasrun and Feriansyah,
2018: 671). This research used a qualitative method in the form of a complete description of
what is done both in the form of speech, writing, behavior that can be observed, observed,
from someone or group, community, institutions, and other organizations studied from

Jurnal Empowerment
Volume 8 Nomor 1, Februari 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738

various viewpoints that are complete and intact, comprehensive, holistic. With an analytical
descriptive approach, do not use a measuring instrument. It is called naturalistic because the
research is natural, not artificial and naturally it is not manipulated, experimented or tested.
Qualitative research has many similarities to the characteristics in the Al-Quran education
center. The similarity is to have a holistic, dynamic, and human characteristics, showing
processes and meanings and based on empathy to capture and appreciate the perspective of
the subject or participant being studied. Techniques for collecting data with case studies
through observation, interviews, questionnaires, and documentation studies. Observations
were made directly into the Al-Quran Education Center in the West Bandung Regency.
Whereas for interviews conducted on organizers and teachers or ustadzah (female teacher)
who teach and guide santri (students) in Al-Quran Education Center, West Bandung
Regency. Questionnaires are used to collect a number of relevant data, consisting of
questions, documentation studies, journals, research results, and a history of the
implementation of the Al-Quran Education Center. So that program can be formulated to
share information on how participatory learning methods of IQRO have goals in learning.
The steps are taken (1) analyze field observations, (2) prepared research plans, (3) initial
product developments, (4) trials, (5) improve initial products, (6)) main field tests (7) Revised
product (8) Main test to see the results of product effectiveness, (9) Final revision (10)
distribution and implementation., (Puspitorini, 2017: 333-341)

RESULTS AND DISCUSSIONS
Community education as an educational path that is close to the needs of the community, is
no stranger to participatory learning that is always integrated into community education
programs (Setiawan, 2015: 5). Al Quran Assalam Education Center as an out of school
education has 63 students who are guided by 6 ustazah (female teacher) and one ustad (male
teacher). For pre-kindergarten / early childhood children there were 27 people, and teenagers
numbered 8 people, and elementary school children. Learning starts at 4:00 p.m. and finishes
at 5:00 p.m. When learning the Quran is a lot of methods used from starting to learn alif, ba,
ta, tsa, in surau-surau,tajuq, mushola (a small house for Islamic people pray), then found the
faster IQRO method, the Albana method, the tilawati method, and many other methods.
Learning is an activity carried out by teachers in certain conditions so that the cognitive,
affective, and psychomotor of students change for the better (Bistari, 2018: 13). The
uniqueness of IQRO that learning must be personal, not classical because every child has
their own page so that its application can be applied maximally. Learning as an effort that has
a system and is carried out by educators to create good conditions for children. Sometimes
people generally only look at the results regardless of the process, while learning cannot be
instant needing guidance, need to be motivated, need to be encouraged and continuous
stimulus. Participatory learning activities arise from the use of effective strategies for
children as an effort by educators to involve children in learning steps. The principle of
objective and objective oriented learning that learning with participation techniques is
planned and the implementation remains in the objectives that have been applied before.

Early childhood is directly involved and given the responsibility of completing one stage in
the IQRO book in a certain period of time so that the child can be motivated and have a
predetermined period. High ability of children to understand learning to read the Quran with
IQRO is sometimes a child early experience difficulties so that must be assisted, guided,
motivated, given a stimulus to achieve the correct goal that is to be able to read the Quran
with the tartil. Because reading the Quran as a divine word must be truly tartil (related to the

Jurnal Empowerment
Volume 8 Nomor 1, Februari 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738

sound/ how to pronounce it), it must be in accordance with tajweed (related to the rule when
reading Quran) which is to issue letters from its place and the letter must be appropriate.
The steps taken in stages are to guide children in developing participatory learning activities
with the following objectives:
a. Helping children to make a pleasant learning atmosphere not bored.
b. Helping children make groups and study groups.
c. Helping children create an effective framework of learning design.
d. Helping students in determining learning needs in their groups.
e. Helping students to be given time to share learning experiences.
f. Helps in assessing the results, processes, and effects of learning activities.

After being planned by the teacher and practiced using learning objectives with children's
participation, the santri (students) of group B children had significant ease in memorizing
letters and being able to read fluently. This non-formal learning turned out to be very helpful
for children in group B to understand the right way with their participation in learning.
Helping learning to make it easier for children who did not know to know, who were not
interested in becoming interested, even supported by the many television programs that
presented the amazing tahfidz-tahfidz (a person who memorized the Quran). It is expected
that more and more young children can master the reading of the Quran. Because as parents,
they want their descendants to survive in the afterlife.

CONCLUSIONS AND RECOMMENDATIONS
The global picture of the level of achievement of the implementation of participatory learning
in the IQRO method in the Al-Quran Education Center has the aim of including children's
participation in learning at first the child is still confused and feeling but over time early
childhood is increasingly understood. For participatory planning of the IQRO method in the
Al-Quran Education Center, which is oriented towards the goal by the way the child is
involved, it can be prepared properly by the ustadzah (female teacher) and even if there are
obstacles, either the children or their mentors can handle it well. Whereas the application of
participatory learning in the IQRO method in the Al Quran Education Center which is
oriented towards the learning objectives is when the child is confused because he has to
determine and try to make the achievement but after the child is done it is more comfortable
and understands the intent. Participatory learning evaluation method or IQRO system in TPQ
Assalam which aims at learning by emphasizing the participation of the students, in this case,
group B children need improvements to get maximum results. It is expected that by using this
participatory method, a child can more easily learn IQRO in order to be able to read the
Quran pleasantly and its application is easy in the field. As well as donating the right way to
stimulate children with this method to practitioners in the Al Quran Education Center.

The suggestion is that there are still many Al-Quran Education Centers that are monotonous
in their learning methods, traditional thinking is not developed, and the knowledge of
educators is limited so that they are only stuck with one method or system without trying the
other methods. There are also many obstacles that are felt by clerics and religious teachers in
developing rapid, precise learning and achieving targets for children's learning. There needs
to be a standard learning program that can support and provide training, training or courses
for ustad (male teacher) and ustadzah (female teacher) so that participatory learning can be
applied in the Al-Quran Education Center around the West Bandung Regency where the
population is heterogeneous and is a new district.

Jurnal Empowerment
Volume 8 Nomor 1, Februari 2019 e-ISSN : 2580-7692 p-ISSN : 2252-4738

The general trend of the problem is that there are indications that the implementation of
participatory learning in the IQRO method in the Al-Quran Education Center in West
Bandung still has not touched it thoroughly, is still as it is, sober, not maximized, not yet
grounded, not yet implemented in the Education Center Al Quran in the West Bandung
Regency.

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