The effectiveness of tilawati, ummi, and talaqqi methods on BTQ learning outcomes regarding the gender of elementary students in Bandung

Hafilda Anisa; Rindang Rabi’ah Adawiyah; Ariibah Radita Ayu Candrika; Sal Shakhiba Albira Nanda Hanafi; Zulfa Uswatun Hasanah

doi:10.33578/jpfkip.v15i4.893-908

Authors

Hafilda Anisa Universitas Islam Negeri Sunan Gunung Djati Bandung, Bandung, Indonesia Author
Rindang Rabi’ah Adawiyah Universitas Sebelas Maret, Surakarta, Indonesia Author
Ariibah Radita Ayu Candrika Universitas Islam Negeri Walisongo Semarang, Semarang, Indonesia Author
Sal Shakhiba Albira Nanda Hanafi Universitas Islam Negeri Maulana Malik Ibrahim Malang, Malang, Indonesia Author
Zulfa Uswatun Hasanah Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Yogyakarta, Indonesia Author

DOI:

https://doi.org/10.33578/jpfkip.v15i4.893-908

Keywords:

gender, Talaqqi, Tilawati, Ummi, writing and reading the Qur’an (BTQ)

Abstract

This study aims to compare students’ learning outcomes in reading and writing the Qur’an (BTQ) based on three teaching methods: Tilawati, Ummi, and Talaqqi. While taking gender differences into account. This study employs a quantitative comparative approach involving 87 elementary school students from three Islamic schools in Bandung. Data were analyzed using SPSS 25, with assumptions tested, and two-way ANOVA, the Median Test, and the Mann-Whitney U Test used as post hoc analyses. The results indicate significant differences in BTQ learning outcomes among the three teaching methods. Post hoc analysis reveals significant differences between the Tilawati and Ummi methods (p = 0.001), the Tilawati and Talaqqi methods (p = 0.010), and the Ummi and Talaqqi methods (p < 0.000). Among the three methods, the Ummi method yielded the highest learning outcomes. Furthermore, no significant differences in BTQ learning outcomes were found by gender (p > 0.05). Interaction analysis also indicates that gender did not significantly moderate the relationship between learning methods and BTQ learning outcomes (p = 0.367), a finding further supported by profile plots showing relatively parallel patterns across all gender groups. The contribution of this study lies in the simultaneous comparison of three widely used BTQ learning methods within the same educational context while incorporating gender as an analytical variable. These findings suggest that the choice of learning method plays a more substantial role in determining BTQ learning outcomes than gender differences, with the Ummi method yielding the most favorable results in this study.

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