Peranan ibu bapa dalam meningkatkan pencapaian khatam al-Quran hakiki di sekolah rendah
The role of parent's in enhancing the achievement of khatm al-Quran hakiki in primary schools
DOI:
https://doi.org/10.37231/jimk.2026.27.1.950Keywords:
Khatam al-Quran, Peranan Ibu Bapa, Program j-QAF, Tasmik al-Quran, Sekolah RendahAbstract
Khatam al-Quran Hakiki merupakan antara komponen penting dalam program j-QAF yang dilaksanakan di sekolah rendah Kementerian Pendidikan Malaysia (KPM) bertujuan memastikan murid dapat menguasai bacaan al-Quran secara bertajwid sehingga khatam sebelum tamat Tahun 6. Namun, masih terdapat murid yang gagal mengkhatamkan al-Quran dalam tempoh yang ditetapkan disebabkan kekangan masa PdPC dan kurang penglibatan ibu bapa di rumah. Oleh itu, kajian ini bertujuan untuk mengenal pasti peranan ibu bapa dalam meningkatkan pencapaian khatam al-Quran hakiki dalam kalangan murid sekolah rendah. Kajian ini menggunakan pendekatan kualitatif melalui sorotan literatur daripada hasil kajian-kajian lepas berkaitan peranan ibu bapa dalam pembelajaran al-Quran. Hasil kajian mendapati bahawa sokongan ibu bapa melalui tasmik di rumah, pemantauan jadual bacaan al-Quran dan kerjasama dengan guru dapat membantu mempercepatkan proses khatam al-Quran murid. Kajian ini mencadangkan penglibatan ibu bapa yang berterusan sebagai salah satu strategi utama dalam pengurusan PdPC Khatam al-Quran Hakiki yang lebih berkesan.
The Khatm al-Quran Hakiki is one of the key components of the j-QAF program implemented in Malaysian primary schools under the Ministry of Education (MOE). Its primary aim is to ensure that pupils are able to master Quranic recitation with proper tajwid and complete the Quran before the end of Year 6. However, some pupils still fail to achieve this target within the stipulated time due to limited teaching hours and insufficient parental involvement at home. Therefore, this study seeks to explore the role of parents in enhancing pupils’ achievement in Authentic Quran Completion at the primary school level. Adopting a qualitative approach, this study reviews past literature related to parental roles in Quranic learning. The findings indicate that parental support through home-based tasmik (listening and correcting recitations), consistent monitoring of Quran reading schedules, and collaboration with teachers can significantly accelerate pupils’ Quran completion. This study suggests that continuous parental involvement should be emphasized as a key strategy in ensuring a more effective implementation of Authentic Quran Completion in schools.
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