IMPLEMENTASI METODE PEER TEACHING DALAM MEMPERCEPAT KEMAMPUAN MEMBACA AL-QUR’AN SESUAI TAJWID BAGI SISWA BARU DI MTS SAFINATUN NAJAH

The ability to recite the Qur’an in a tartil manner following tajweed rules constitutes a fundamental competency in Islamic junior high schools. However, the heterogeneous educational background of newly admitted students at MTs Safinatun Najah creates a substantial literacy gap that is difficult to resolve through conventional classical teaching. This study aims to describe the implementation of the peer teaching method, identify its supporting and inhibiting factors, and analyze its impact on accelerating students' Qur’anic recitation skills according to tajweed rules. Employing a Classroom Action Research framework based on the Kemmis and McTaggart spiral model, the study was conducted over two cycles involving 38 seventh-grade students. The findings revealed that the class average score rose from 60.75 in the pre-cycle to 73.15 in Cycle I, ultimately reaching 84.75 in Cycle II, accompanied by an increase in classical mastery from 18.42% to 86.84%. The peer teaching method effectively created a low-anxiety learning atmosphere, maximized individual recitation practice time, and reinforced students' conceptual mastery through the learning-by-teaching principle. ABSTRAK Kemampuan membaca Al-Qur’an secara tartil dan sesuai kaidah tajwid merupakan kompetensi dasar yang wajib dikuasai peserta didik pada madrasah tsanawiyah. Namun, heterogenitas latar belakang pendidikan dasar siswa baru di MTs Safinatun Najah menimbulkan kesenjangan penguasaan membaca yang lambat dijembatani melalui pembelajaran klasikal konvensional. Penelitian ini bertujuan mendeskripsikan implementasi metode peer teaching, mengidentifikasi faktor pendukung serta penghambatnya, dan menganalisis dampaknya terhadap akselerasi kemampuan membaca Al-Qur’an sesuai kaidah tajwid. Penelitian tindakan kelas model spiral Kemmis dan McTaggart ini dilaksanakan dalam dua siklus terhadap 38 siswa baru kelas VII menggunakan pendekatan kualitatif deskriptif. Hasil penelitian menunjukkan peningkatan nilai rata-rata praktik membaca dari 60,75 pada pra-siklus menjadi 73,15 pada Siklus I, dan mencapai 84,75 pada Siklus II, dengan ketuntasan klasikal melonjak dari 18,42% menjadi 86,84%. Penerapan peer teaching terbukti efektif menciptakan iklim belajar yang aman secara psikologis, melipatgandakan waktu latihan aktif, serta memperkuat penguasaan kaidah tajwid siswa melalui prinsip learning by teaching.