Tartil Method as an Effective Strategy for Transforming Students’ Positive Attitudes in Learning the Qur’an

Abstract

Learning the Qur’an is often perceived as a difficult task by students, which tends to generate negative attitudes toward the learning process. This study aims to examine the impact of implementing the tartil method as an effective strategy to transform students’ attitudes into positive ones in Qur’anic learning. The research employed an exploratory sequential mixed-methods design. Qualitative data were collected through in-depth interviews with fifteen informants (teachers and students) selected using purposive sampling, while quantitative data were obtained from questionnaires administered to 115 respondents chosen through simple random sampling. Qualitative data were analyzed thematically using NVivo 12, and quantitative data were analyzed descriptively with SPSS 22. The qualitative findings revealed twelve themes reflecting positive attitudes among students after applying the tartil method. The quantitative results indicated a high level of positive learning attitudes, with a mean score of 4.32. These findings demonstrate that the tartil method not only enhances students’ proficiency in Qur’anic reading but also significantly contributes to fostering positive learning attitudes. This study provides practical implications for teachers in selecting inclusive and effective Qur’anic teaching strategies and enriches the literature on Islamic pedagogy innovation in contemporary education.