QUR’AN EDUCATORS’ PEDAGOGICAL STRATEGIES IN IMPLEMENTING THE TASBIH METHOD
DOI:
https://doi.org/10.30868/ei.v15i04.10878Keywords:
pedagogical strategies; Qur’an educators; Tasbih Method; differentiated instruction; thematic analysisAbstract
accuracy, repeated practice, guidance, and evaluation responsive to differences in learners’ abilities. This study examines the strategies employed by Qur’an educators in implementing the Tasbih Method and explains how these strategies operate as an integrated approach to instructional management. The study adopts a descriptive qualitative design, drawing on observation, semi-structured interviews, and documentation. Informants were purposively selected based on their involvement in implementing the method. The data were interpreted through reflexive thematic analysis. The manuscript identifies seven interrelated strategies: assessing learners’ initial abilities and planning instruction; demonstrating and organizing gradual repetition; providing guidance and correcting recitation; motivating learners and reinforcing progress; differentiating instruction; addressing learning challenges; and evaluating progress with follow-up actions. The study’s contribution is an adaptive pedagogical management framework that explains why repetition in the Tasbih Method needs to be integrated with modeling, feedback, and instructional adjustment. The findings describe educators’ strategies and should not be interpreted as measured evidence of improved reading proficiency.
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