ANDRAGOGY EDUCATION IN THE ERADICATION OF QUR'AN ILLITERACY THROUGH THE TSAQIFA METHOD WITH A STUDENT-CENTERED LEARNING APPROACH
DOI:
https://doi.org/10.30868/ei.v15i04.10884Keywords:
Andragogy; Student-Centered Learning; Tsaqifa Method; Qur’anic Literacy; Adult Learners.Abstract
This study aims to analyze the implementation of andragogical education through a Student-Centered Learning (SCL) approach in addressing Qur’anic illiteracy among adult learners using the Tsaqifa method. This study employed a qualitative approach, with data analyzed using the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing and verification. The findings reveal that the integration of andragogical principles and SCL resulted in seven learning steps that strengthen the effectiveness of the Tsaqifa method: (1) creating a conducive, active, and independent learning environment; (2) establishing a collaborative and interactive partnership structure; (3) diagnosing learning needs based on real-life contexts; (4) formulating learning objectives based on assessment results; (5) developing flexible learning plans; (6) implementing comprehensive learning activities; and (7) evaluating learning outcomes through various forms of assessment. This integration extends beyond the transfer of knowledge and skills in Qur’anic reading by fostering learner autonomy, active participation, problem-solving skills, self-confidence, and collaborative abilities among adult learners. The findings indicate that the Tsaqifa method, when developed through andragogical principles and SCL, can serve as a more dialogical, contextual, and learner-centered approach to Qur’anic education for adults. Thus, integrating these two approaches has the potential to strengthen strategies for addressing Qur’anic illiteracy among adult learners.
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