SYNERGY OF TALAQQI AND SIMA'I METHODS: TEACHERS' STRATEGIES TO IMPROVE STUDENTS' QURAN RECITATION SKILLS AT RUMAH QUR'AN YAZIED BAARIKLANA MAGETAN

Abstract

The quality of Qur’anic memorization in tahfiz education is determined not only by the amount of material memorized but also by the accuracy of pronunciation, application of tajwid, fluency, and the ability to retain memorized verses. The talaqqi method addresses these dimensions through direct teacher modelling, student imitation, individual memorization submission, immediate correction, and continuous review. This study aims to describe the implementation of the talaqqi method, examine its contribution to the quality of students’ Qur’anic memorization, and identify the supporting and inhibiting factors affecting its implementation at Al-Muslimun Putri Islamic Boarding School in Magetan. A qualitative case study approach was employed, with data collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing. The findings indicate that talaqqi is implemented routinely through teacher recitation, student imitation, individual memorization submission, direct correction, and structured muraja’ah. The method contributes to more accurate makhraj and tajwid, improved memorization fluency, and stronger retention of previously memorized verses. Its implementation is supported by teacher competence, a conducive pesantren environment, and student motivation, while differences in initial ability, fatigue, limited confidence, and reduced intensity at certain educational levels remain challenges. The findings position talaqqi as an integrated instructional approach for maintaining accurate and sustainable Qur’anic memorization