A Socio-Religious Mentoring Model for New Qur’anic Learners: Integrating the Iqro’ Method in TPQ Education
Keywords:
TPQ teachers, Iqro' method, learning motivation, new students, socio-religious strategyAbstract
This study aims to describe the socio-religious strategies applied by TPQ teachers in guiding new students through the Iqro' method, analyze their learning motivation, and examine the role of TPQ administrators. A qualitative case study approach was employed at TPQ Al-Warisin, Karang Baru Village, Sumbersari District, Jember Regency, East Java, Indonesia. Data were collected through observation, semi-structured interviews, and documentation from 10 purposively selected informants: one head of foundation, two female teachers, two administrators, and five new students aged 6–8 years. Data analysis followed Miles and Huberman's interactive model (reduction, display, conclusion drawing), with trustworthiness ensured through source, method, and theory triangulation. The findings reveal that teachers integrated four socio-religious strategies: personal approach, religious role modeling, internalization of religious values, and adaptive Iqro' instruction using the musyafahah technique. New students' learning motivation was optimal when supported by teacher role modeling, the musyafahah method tailored to individual ability, and a conducive, enjoyable learning environment. Administrators played essential roles as mentors, controllers, and motivators. This study contributes a holistic framework repositioning the Iqro' method as a socio-religious medium for character formation in non-formal Islamic education.
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