Impelmentasi metode menghafal al-quran lauhun, membaca 20 kali dan talaqqi pada kelas vii tahfidz MTs Hidayatul Insan Palangka Raya

Menghafal Al-Qur’an merupakan suatu ibadah yang dimulai sejak masa Nabi Muhammad SAW dan berkembang hingga masa sekarang termasuk oleh santri di MTs Hidayatul Insan Palangka Raya, berdasarkan pengamatan penulis diketahui bahwa penerapan metode menghafal Al-Quran dilakukan dengan tiga metode yaitu lauhun, membaca 20 kali dan talaqqi yang dilakukan secara bersamaan, hal ini menjadi keunikan tersendiri, dimana penerapanya pun khusus pada kelasa tujuh, berdasarkan hal tersebut maka penelitian ini dengan rumusan bagaimana impelmentasi, dan kendala yang dihadapi serta strategi dalam menyikapi kendala yang dihadapi pada impelmentasi metode menghafal Al-Quran lauhun, membaca 20 kali dan talaqqi pada kelas VII tahfidz MTs Hidayatul Insan Palangka Raya. Penelitian ini menggunakan pendekatan kualitatif, dengan jenis kualitatif deskriptif. Penelitian ini dilaksanakan di MTs Hidayatul Insan Palangka Raya, dengan subjek penelitian 4 orang guru tahfidz dan informan penelitian adalah kepala sekolah, Sedangkan teknik pengumpulan data menggunakan teknik observasi, wawancara dan dokumentasi, teknik pengabsahan data dilakukan dengan trianggulasi yaitu trianggulasi metode dan trianggulasi sumber, kemudian teknik analisis data dilakukan beberapa tahap yaitu data reduction, data display dan conclusions drawing/ verifying. Hasil penelitan ini adalah: 1) impelmentasi metode lauhun, ustadz/ah menulis dan membacakan putongan surah diikuti oleh siswa berulan-ulang sampai hafal, kemudian potongan surah dihapus, siswa menulis ulang serta membacakan hafalanya. Impelmentasi metode pengulangan 20 kali, ustadz/ah membacakan sebuah ayat dikikuti siswa dan diulang sebanyak 20 kali, siwa memperdengarkan hafalan pada ustadz/ah. Impelmentasi metode talaqqi, siswa membacakan ayat berhadapan dengan ustadz/ah, ustadz/ah menyimak dan menjelaskan hukum bacaan pada siswa kemudian siswa menghafalkanya dan menyetorkan hafalan kembali satu persatu. Implementasi ketiga metode tersebut dilakukan secara bersamaan dalam satu kelas. 2) Kendala metode lauhun, siswa kurang konsentrasi, siswa mudah lupa, siswa kesulitan menuliskan ayat Al-Quran, dan siswa susah membedakan ayat-ayat mutasyabihat. Kendala metode pengulangan 20 kali, siswa kurang konsentrasi, siswa mudah lupa, siswa susah membedakan ayat-ayat mutasyabihat dan memerlukan waktu lama. Kendala metode talaqqi, siswa kurang konsentrasi, siswa mudah lupa, siswa susah membedakan ayat-ayat mutasyabihat, memerlukan waktu lama dan gangguan dari kelompok lauhun. 3) Strategi menyikapi kendala pada metode lauhun, mengulang ayat yang sudah dihafal sebelumnya sebelum menghafal ayat selanjutnya, melakukan permainan tebak ayat, memberi pendampingan pada siswa yang kesulitan menuliskan ayat Al-Quran dan memberikan penegasan pada ayat-ayat mutasyabihat. Strategi menyikapi kendala pada metode pengulangan 20 kali, mengulang ayat yang sudah dihafal sebelumnya sebelum menghafal ayat selanjutnya, melakukan permainan tebak ayat, memberikan penegasan pada ayat-ayat mutasyabihat. Strategi menyikapi kendala pada metode talaqqi mengulang ayat yang sudah dihafal sebelumnya sebelum menghafal ayat selanjutnya, melakukan permainan tebak ayat dan menambahkan satu ustadz/ah untuk mengefektifkan waktu dan meminta memindahkan kelompok lauhun keselasar kelas. ABSTRACT Memorizing the Al-Qur'an is a form of worship that began in the time of the Prophet Muhammad and has grown to the present day, including by students in Islamic boarding schools with various methods. Based on this, this research uses the formulation of how to implement and the obstacles faced. as well as strategies in addressing the obstacles faced in implementing the lauhun Al-Quran memorization method, reading 20 times and talaqqi in class VII tahfidz MTs Hidayatul Insan Palangka Raya. This research uses a qualitative approach, with a descriptive qualitative type. This research was conducted at MTs Hidayatul Insan Palangka Raya, with the research subjects 4 tahfidz teachers and research informants were the principal, while the data collection techniques used observation, interview and documentation techniques, data validation techniques were carried out by triangulation namely method triangulation and source triangulation, The data analysis technique is carried out in several stages, namely data reduction, data display and conclusions drawing / verifying. The results of this research are firstly the implementation of the lauhun method, ustadz / ah writing and reciting the piece surah followed by students repeatedly until they memorize, then the chunks of the surah are erased, students rewrite and recite their memorization. Impelmentation of the repetition method of 20 times, the cleric / ah reads a verse followed by the student and repeated 20 times, the student listens to the rote on the ustadz / ah rote. The implementation of the talaqqi method, students read the verse against the ustadz / ah, the cleric listens and explains the law of reading to the students then the students memorize it and deposit the memorization back one by one. The implementation of the three methods is carried out simultaneously in one class. The second problem is the lauhun method, students lack concentration, students forget easily, students have difficulty writing verses of the Al-Quran, and students have difficulty distinguishing mutasyabihat verses. The problem with the repetition method of 20 times, students lack of concentration, students forget easily, students find it difficult to distinguish mutasyabihat verses and it takes a long time. The constraints of the talaqqi method, students lack of concentration, students forget easily, students find it difficult to distinguish mutasyabihat verses, it takes a long time and interference from lauhun groups. The three strategies address the obstacles in the lauhun method, repeating the verses that have been memorized before memorizing the next verse, playing verse guessing games, providing assistance to students who have difficulty writing verses of the Al-Quran and providing confirmation of mutasyabihat verses. The strategy of addressing the constraints on the 20 repetition method, repeating previously memorized verses before memorizing the next verse, playing verse guessing games, giving affirmation to mutasyabihat verses. The strategy is to address the constraints in the talaqqi method of repeating the previously memorized verses before memorizing the next verse, playing verse guessing games and adding one ustadz/ah to streamline time and asking to move the lauhun group to the class