Efektivitas Metode Ngalah dalam Pembelajaran Tahsin Al-Qur’an

The Ngalah Method is widely used in Qur’anic education institutions, yet its effectiveness in formal madrasahs has rarely been studied. This study describes the concept and implementation of the Ngalah Method, assesses its effectiveness, and explores students’ responses in tahsin learning at MI Irsyadul Athfal, Cilodong, Depok. A qualitative case study design was used. Data were collected through classroom observations in grades I–III and VI; interviews with the principal, two tahsin teachers, and a senior teacher; a perception questionnaire completed by 22 sixth-grade students; and school documents, including reading-level records for 479 students. Data were analysed with Miles and Huberman’s interactive model and validated through triangulation and member checking. Since 2016/2017, the method has been implemented systematically through a tiered programme, level-based groups meeting four times a week, direct reading correction, and layered evaluation. Implementation was effective in teaching process and learning climate, and partly supported in student response, instructional fit, and learning outcomes. Student perceptions were very positive (mean 3.45 of 4), but only 10 of 75 sixth-graders had reached the Qur’an level, and no achievement records existed from before adoption. The method has improved the learning process, but its effect on outcomes cannot yet be measured.