Introduction
An important role in controlling human life is
religion, in fact, the potential of religion has already existed in every human
being since birth. This potential is in the form of encouragement to serve the
creator. In Islamic terminology, this urge is known as hidayat
al-diniyyat, in the form of the seeds of religiosity
bestowed by God on humans. With this innate potential, humans are essentially
religious beings (Rakhmat, 2013).
Education is done so that
someone gains an understanding of science. Education also makes it easier for a
person to adapt to the surrounding environment. In its implementation,
education starts with an educator who is able to make the atmosphere of education
communicative and fun, so that the learning process can run smoothly and get
satisfactory results. Al-Qur'an is kalamullah as a
guide for human life. To be able to understand the teachings, namely by
reading, writing, memorizing, understanding the meaning, and implementing the
contents.
The Qur'an is given the
understanding as to the word of Allah SWT which was revealed or revealed to the
Prophet Muhammad through the intermediary of the Angel Gabriel, which is a
miracle, which is narrated mutawatir written in
manuscripts and reading it is considered worship (Syarifuddin, 2004).� In Surah Al-Isra`
verse 106, the process of the revelation of the Qur`an has been explained.
وَقُرۡاٰنًا فَرَقۡنٰهُ
لِتَقۡرَاَهٗ
عَلَى النَّاسِ عَلٰى مُكۡثٍ
وَّنَزَّلۡنٰهُ
تَنۡزِيۡلًا
Artinya:
�Dan Al Quran itu Telah kami turunkan
dengan berangsur-angsur
agar kamu membacakannya perlahan-lahan kepada manusia dan kami menurunkannya bagian demi bagian�
Allah has brought to mankind
the Qur'an, which Allah has separated, namely Allah sent down the Qur'an
separately and gradually on the night of Lailatul Qadar in the month of Ramadan for 23 years, in accordance
with events related to down of each verse.
The purpose of the
revelation of the Qur'an gradually, part by part is so that the prophet
Muhammad can read and teach it to mankind slowly and carefully so that it is
easy to live it. Thus it is more helpful to understand its meaning (Ahmad Musthafa Al-Maraghi, 1993).
Learning the Qur'an for
every Muslim is an obligation. The first step to learning the Qur'an is learning
to read. Because someone who can read writing then the next step someone can
write, and by reading people memorize the basic letters of the alphabet. Reading
the Qur'an cannot be separated from the term Murotal
(reading with a rhythm or song). Because it relates to love and inspiration for
people who recite the Qur'an and is also the sunnah of the Prophet, as he said:
Meaning: "Hadith from
Uthman bin Abi Syaibah, hadith from Jarir from 'Amsy, from Talhah, from Abdur Rohman bin 'Ausyajah, from Barai bin 'Azib said, Rasulullah SAW said: "Decorate your Qur'an with your
voice. � (HR. Abu Dawud).
At this time there are still
many methods of reading the Qur'an that tend to be conventional, namely with a
straight tone so that it seems monotonous which has an impact on learning that
is less attractive to students so that it has an impact on student learning
outcomes. Learning the Qur'an, including how to read it properly and correctly,
is not as easy as turning a hand. In addition to having to know the letters hijaiyah, of course, one's own skills are also needed in
order to be able to read the Qur'an in tartil. Tartil means reading the Qur'an slowly and not in a hurry
with good and correct reading in accordance with makhraj
and its characteristics as explained in the science of tajwid. From the word tartil, the term murotal was
born, namely reading the Qur'an properly, correctly and smoothly with a
standard rhythm.
The basis of reading in the
Qur'an has been explained that reading is a step to understand something
ٱقْرَأْ بِٱسْمِ
رَبِّكَ ٱلَّذِى خَلَق.� خَلَقَ
ٱلْإِنسَٰنَ
مِنْ عَلَقٍ.� ٱقْرَأْ
وَرَبُّكَ
ٱلْأَكْرَمُ.� ٱلَّذِى
عَلَّمَ بِٱلْقَلَم.
عَلَّمَ ٱلْإِنسَٰنَ
مَا لَمْ
يَعْلَمْ
Meaning: "Read by
(mentioning) the name of your Lord who created. He has created man from a clot
of blood. And your Lord is the most merciful, Who
teaches (humans) by means of words. He taught man what he did not know."
The verse above reveals that
reading is an initial step in which a person gains knowledge from reading and
then understanding arises so that knowledge is created. Learning is one of the
efforts to form a civilization that is aspired by the Muslim community, so
understanding of the Qur'an must be improved so that there are no errors in
capturing the message contained in it.
The term good reading has
many aspects, besides ethics in reading the Qur'an, the word good also concerns
attitudes towards the Qur'an. In reading the Qur'an, a Muslim does not only fulfill requirements such as purity of body, clothes, and
place but also purifies the heart and feelings, so that when reading the Qur'an
what arises in the heart is a feeling of love and longing for the owner of the
Qur'an. - Qur'an.
Basically, the Qur'an is
easy to learn, not difficult, and not heavy, provided that there is a will,
seriousness, and sincerity in studying it. This is confirmed in the letter
Al-Qamar verse 17
وَلَقَدْ يَسَّرْنَا
ٱلْقُرْءَانَ
لِلذِّكْرِ
فَهَلْ مِن مُّدَّكِرٍ
Meaning: "And
indeed We have made the Qur'an easy for learning, so is there anyone who takes
lessons?"
Allah SWT makes it easier to
understand the Qur'an, among others, by lowering it little by little, repeating
the description, giving a series of examples and parables regarding abstract
things with something that is visible to the senses through choosing the
language that has the most vocabulary and is easy to understand. say and be
understood, feels beautiful to the heart that hears it, again in accordance
with human natural reasoning so that there is no confusion in understanding the
message (M.Quraish Shihab, 2009).� This can be interpreted that reading is an
action that can produce an understanding of science. Although this includes
things that are visible to the eye or abstract.
The number of educational
institutions that educate in learning the Qur'an, the educational institutions
(schools) characterized by religion (Islam) has greater responsibility. Apart
from that, students must be proficient in general science, they must also be
proficient in religion.
Along with the development
of the times, many methods were created to support the success of students in
reading the Qur'an with certain characteristics in order to achieve success in
learning. A song is a literary work that is a symbol of the expression of
souls, feelings, ideas, and ideas that have an important role for the listener
as an understanding, a way of relating, and a way of creation.
Most young children tend to
like songs (singings) and melodious voices, especially if they use words that
are easy to memorize. The songs (singings) can be obtained orally and through
cassettes. The themes of the songs are themes that can help and facilitate
students in gaining knowledge. Like the stories contained in the Qur'an such as
stories about animals and the prophets, good deeds such as honesty, reading the
Qur'an, and sincerity (Syaikh Muhammad Said Mursi, 2010).
The development of teacher
abilities as a system in which there are several components that have a role
and a close relationship with each other (Syam, 2019).
The components involved in developing the ability of teachers are: (a)
supervisors as teacher trainers who carry out their duties accompanied by
dedication and commitment to their duties. (b) school cluster apparatus, namely
SD/Madrasah Ibtidaiyah Inti, SD/Madrasah Ibtidaiyah Imbas, and KKG, (c)
planning development programs through training activities, discussions,
seminars, tutorials. The school supervisor is one of the education personnel
who plays a significant and strategic role in improving the professionalism of
teachers and the quality of education in schools. The supervisor's role
includes monitoring, supervision, evaluation, reporting, and follow-up
supervision which must be carried out regularly and continuously (PP19 of 2005,
article 55). Government Regulation Number 74 of 2008 concerning teachers who
are appointed to the position of supervisor of the education unit to carry out
the duties of mentoring and professional training of teachers and supervisory
duties.
To realize the level of BTA
ability, supervisors provide guidance to the Head of Madrasah or to teachers
about the use of the Tsaabyte method applied in
learning, and students are expected to be able to master BTA with the Tsaabyte method, the right and easy way to learn to read the
Qur'an. Tsaabita is a method of learning to read the
Qur'an with two features, namely: there is no system of memorizing letters, qoidah-qoidah reading, and recitation that makes it easy
and there is no need for a system of thinking because this method does not
require to think in understanding one chapter to another. another chapter.
In this discussion, the author
will explain further about improving the ability of teachers through academic
supervision using the tsaabita method in learning to
read and write the Qur'an at MI Ma'arif Gedangan, Tuntang District, Kab. Semarang.
Method
This research is
quantitative research, using descriptive analysis method that is supported by
data obtained through field research or by direct survey (Soendari, 2012), research that looks at
the description of an existing phenomenon, namely collecting data and facts
from the object being studied. researched by distributing questionnaires to
respondents in a predetermined research place (Nurlan, 2019).
This method departs from
specific facts, concrete events, then the specific concrete facts and events
are drawn generalizations that have a general nature� (Hadi, 1967). It can be interpreted
that this method starts from specific facts and then is drawn into general
conclusions.
This method is to analyze
the facts in the field and then draw conclusions into general conclusions in
accordance with the existing theoretical basis. This method is used to analyze
data regarding the object of research, namely MI Ma'arif
Gedangan, Tuntang District,
Semarang Regency, as well as to conclude data in the field related to the
implementation of the tsaabita method in learning to
read the Qur'an.
To find out what
percentage of each alternative answer will eventually be analyzed according to
the conditions in the field. The formula used to analyze the results of the
questionnaire distribution used the following percentage formula:
P=f/N
x100%
����������� Information:
P =
Rating percentage
F =
Frequency (alternative answers from respondents) on the scores obtained
N =
Number of subjects used as samples
Research Results.
A. Research
results
1. Teacher's
Ability
PP No. 74 of 2008, explains that there are
three types of �pure teacher� teacher positions, namely classroom teachers,
subject teachers, and subject teachers. The respective tasks are presented as
follows; 1) Develop a learning curriculum in the education unit; 2) Develop a
learning syllabus; 3) Develop a learning implementation plan; 4) Carry out
learning activities; 5) Arrange to measure instruments/questions according to
subjects; 6) Assess and evaluate the process and learning outcomes in the lessons
in the classroom; 7) Analyzing the results of the learning assessment; 8) Carry
out learning/improvement and enrichment by utilizing the results of the
assessment and evaluation; 9) Implementing guidance and counseling in the class
that is their responsibility; 10) To supervise the assessment and evaluation of
learning processes and outcomes at school and national levels; 11) Guiding
novice teachers in the induction program; 12) Guiding students in extracurricular
activities in the learning process; 13) Carry out self-development; 14) Carry
out scientific publications; 15) Creating innovative works.
The ability to teach is an essential thing that
must be possessed by a teacher as a professional task (Anwar, 2018).
The Ministry of National Education divides teacher competence into four
dimensions, namely: (1) pedagogic competence, (2) personality competence, (3)
professional competence, and (4) social competence (Badan Standar Nasional Pendidikan, 2007).
Referring to some of the opinions that have
been put forward, it can be concluded that the ability of teachers is grouped
into four main aspects, namely, the ability to design lessons, the ability to
carry out the learning process, the ability to carry out evaluations and the
ability to carry out relationships between teachers, fellow teachers, students,
parents and the community.
2. Academic
Supervision
Academic supervision is carried out with the
aim of increasing the ability of teachers in preparing RPP in accordance with
the Minister of Education Regulation No. 41 of 2007. Preparation of Learning
Implementation Plans through Academic Supervision is carried out using a
collaborative approach, and is carried out through sharing experiences with
other teachers, with supervisors from school supervisors. So that the problem
of the lack of teacher ability in preparing the Learning Implementation Plan
can be resolved (Siraj, 2014).
The objectives of academic supervision are: 1)
helping teachers develop their competencies, 2) developing curriculum, 3)
developing teacher working groups, and guiding classroom action research (CAR) (Glickman et al., 2001).The
three objectives of academic supervision can in the image below:
�
Figure 1. Three objectives of academic supervision
Academic supervision is one (essential
function) in the entire school program. The results of academic supervision
serve as a source of information for the development of teacher professionalism.
3. The
Tsaabita Method in Learning to Read and Write the
Qur'an
Tsaabita
is a guide book compiled by Bony Azwar (2009) in (Dewi, 2017)
which contains the most convenient method of learning to read and write the
Qur'an equipped with recitation of recitation.
There are two features of the tsaabita method in reading and writing the Qur'an, namely:
a There
is no system of memorizing letters, qoidah-qoidah
reading, and recitation that makes it easy.
b There
is no need for a system of thinking because this method does not require anyone
to think in understanding one chapter to another. This method is very
systematic because the compilation of this book is the fruit of the compiler's
years of experience dealing with thousands of congregations. Tsaabita is the easiest method of learning to read the
Qur'an, the learning system does not burden anyone who has always aspired to be
able to read the holy book.
The method is basically the arrangement of
teaching in accordance with the absorption of students, which means that the
subject matter should be actual for students, and given gradually, as the
verses of the Qur'an were revealed in parts.
Based on the description above, it can be
concluded that the tsaabita method is a guidebook
compiled by Bony Azwar containing the method of
learning to read and write the Qur'an, where the guidebook does not require
volumes of books.
4. Steps
of the Tsaabita Method
Some of the steps
of the tsaabita method in teaching reading and
writing the Qur'an (Bony Azwar, 2009),� at MI Ma'arif Gedangan are:
a.
Recognize hijaiyah letters
1)
Recognize hijaiyah letters
and their changes.
a) Recognize the letters� اَ
بَ تَ
ثَ and their changes
|
ثَ |
تَ |
بَ |
أَ |
|
|
Tsa |
ta |
ba |
A |
|
|
ثَثَثَ |
تَتَتَ |
بَبَبَ |
�ﺄﺄﺃ |
|
|
������������ اَبَبَأَ |
بَأَبَ |
بَبَ |
أَأَ |
أَ |
b) Recognize the letter� خَ
حَ جَ
and its changes
|
جَجَجَ |
خَ |
حَ |
جََ |
|
حَحَحَ |
kho |
ha� |
ja |
|
خَخَخَ |
تَجَثَ |
بَجَ |
جَأَ |
|
تَجَأَحَ |
جَحَتَ |
تَحَ |
حَبَ |
c) Recognize the letter� دَ
ذَ رَ
زَ�
and its changes
|
زَ |
رَ |
ذَ |
دَ |
|
|
za |
ra |
dza |
da |
|
|
ﺯ
ﺰ ﺰ |
ﺭ
ﺮ ﺮ |
ﺫ
ﺬ ﺬ |
ﺩ�
ﺪ |
|
|
�������� رَبَحَرَ |
حَدَرَ |
��������� ��������� ذَبَ |
تَدَ |
دَبَ |
d) Recognize the letter� س ش
ص ض� and its changes Etc
|
ضَ |
صَ |
شَ |
سَ |
|
|
dho |
sho |
sya |
Sa |
|
|
ذَرَأَسَ |
سَسَأَ |
تَصَ |
سَصَ |
|
|
تَرَحَصَ |
رَصَدَ |
ضَخَ |
صَشَ |
ضَشَ |
2)
Mahroj (where letters
come out)
a) Emphasis on the
tip of the tongue and the tip of the upper front teeth
تَ دَ طَ
b) The tip of the
tongue is attached to the inner upper teeth
ثَ ذَ ظَ
c) The sound from
the throat
حَ عَ
d) Upper throat
خَ غَ
e) The tip of the
right tongue is attached to the upper molar
ضَ
f) �Base of tongue and inner throat
قَ
g) ��Deep throat
هَ ءَ
h) The tip of the
tongue is attached to the palate
زَ سَ صَ
b. Punctuation
1)
Harokat fathah.
2)
Harokat kasroh
3)
Harokat dhommah
4)
Breadfruit (punctuation off)
5)
Tasydid
6)
Mad (Long reading 2 harokat/beat).
7)
Tajweed.
B. DISCUSSION
1
Level of BTA Ability Using the Tsaabit
Method at MI Ma'arif Gedangan
Distribution
of data on improving the ability of teachers through academic supervision using
the tsaabit method in learning to read and write the
Qur'an at MI Ma'arif Gedangan,
Tuntang District, Kab.
Semarang on statement items no. 1-5 in terms of hijaiyah
letters are as follows.
Table 1.
Hijaiyah letters
(Questions 1 � 5)
|
Interval |
Category |
f |
Percentage |
||
|
0 |
�- |
1 |
Low |
25 |
23.15% |
|
2 |
�- |
3 |
Currently |
49 |
45.37% |
|
4 |
�- |
5 |
Tall |
34 |
31.48% |
|
Amount |
|
108 |
100% |
||
Based
on the table above, the percentage for each question item in the questionnaire
no. 1-5 is the level of teacher ability through academic supervision using the tsaabita method in learning to read and write Al-Qur'an MI Ma'arif Gedangan sub-district Tuntang Kab. Semarang, based on hijaiyah letters conveyed to students, showed that in the
low category it reached 25 students or 23.15%, the medium category reached 49
students or 45.37%, and the high category reached 34 students or 31.48%.
These
results indicate that the level of teacher ability through academic supervision
using the tsaabita method in learning to read and
write Al-Qur'an MI Ma'arif Gedangan
based on hijaiyah letters delivered to students is in
the medium category. For more details, see the following graph.
Figure 2
Percentage of Al-Quran
Reading and Writing Skills Based on Hijaiyah Letters
The
distribution of data about the level of teacher ability through academic
supervision using the tsaabita method in learning to
read and write Al-Qur'an MI Ma'arif Gedangan on statement items no. 6 - 10 in punctuation
(harakat) conveyed to students is as follows.
Table 2
Punctuation
(harakat)
(Questions 6 �
10)
|
Interval |
Category |
f |
Percentage |
||
|
0 |
�- |
1 |
Low |
25 |
23.15% |
|
2 |
�- |
3 |
Currently |
43 |
39.81% |
|
4 |
�- |
5 |
Tall |
40 |
37.04% |
|
Amount |
|
108 |
100% |
||
Based
on the table above, the percentage for each question item number 6-10, the
level of teacher ability through academic supervision using the tsaabita method in learning to read and write Al-Qur'an MI Ma'arif Gedangan in punctuation
(Harakat) is delivered the students showed that in the low category it reached
25 students or 23.15%, the medium category reached 43 students or 39.81%, and
the high category reached 40 students or 37.04%. These results indicate that
the level of teacher ability through academic supervision using the tsaabita method in learning to read and write Al-Qur'an MI Ma'arif Gedangan in punctuation
(harakat) delivered to students is in the medium category. For more details,
see the following graph :
Figure 3
Percentage of Students
Understanding punctuation (harakat)
The
distribution of data about the level of teacher ability through academic
supervision using the tsaabita method in learning to
read and write the Al-Qur'an MI Ma'arif Gedangan on statement items no. 11-15 in Tajwid (reading
law) is as follows.
Table 3
Tajweed (Law of Reading)
(Questions 11 �
15)
|
Interval |
Category |
f |
Percentage |
||
|
0 |
�- |
1 |
Low |
23 |
21.30% |
|
2 |
�- |
3 |
Currently |
53 |
49.07% |
|
4 |
�- |
5 |
Tall |
32 |
29.63% |
|
Amount |
|
108 |
100% |
||
Based
on the table above, the percentage for each question item number 11-15, the
level of teacher ability through academic supervision using the tsaabit method in learning to read and write Al-Qur'an MI Ma'arif Gedangan based on tajwid
(reading law) shows in the low category reached 23 students or 21.30%, the
medium category reached 53 students or 49.07% and the high category reached 32
students or 29.63%. These results indicate that the ability of teachers through
academic supervision using the tsaabita method in
learning to read and write Al-Qur'an MI Ma'arif Gedangan based on tajwid (reading law) is in the medium category.
For more details, see the following graph :
Figure 4
Persentase dalam Memahami
Tajwid (hukum Bacaan)
The
distribution of data about the level of teacher ability through academic
supervision using the tsaabita method in learning to
read and write Al-Qur'an MI Ma'arif Gedangan, on statement items no. 16 - 20 in reading and
writing the Qur'an is as follows.
Table 4
Reading and
Writing Al-Qur'an
(questions 16 � 20)
|
Interval |
Category |
f |
Percentage |
||
|
0 |
�- |
1 |
Low |
24 |
22.22% |
|
2 |
�- |
3 |
Currently |
41 |
37.96% |
|
4 |
�- |
5 |
Tall |
43 |
39.81% |
|
Amount |
|
108 |
100% |
||
Based
on the table above, the percentage for each item in the questionnaire number
16-20, the level of teacher ability through academic supervision using the tsaabit method in learning to read and write Al-Qur'an MI Ma'arif Gedangan based on reading
and writing the Qur'an. A shows that in the low
category it reached 24 students or 22.22%, the medium category reached 41
students or 37.96% and the high category was 43 students or 39.81%. These
results indicate that the level of teacher ability through academic supervision
using the tsaabita method in learning to read and
write Al-Qur'an MI Ma'arif Gedangan
based on reading and writing the Qur'an is in the high category. For more details,
see the following graph :
Figure 5
Percentage of
Reading and Writing Al-Qur'an
The
distribution of data about the level of teacher ability through academic
supervision using the tsaabita method in learning to
read and write Al-Qur'an MI Ma'arif Gedangan on statement items no. 1 - 20 is as follows:
