Strengthening TPQ Teachers’ Competence through Qur’any Method Training in Community-Based Qur’anic Education
DOI:
https://doi.org/10.54437/annafah.v4i1.3736Keywords:
community engagement; Qur’anic education; Qur’any method; teacher capacity building; TPQ teachersAbstract
Improving the quality of community-based Qur’anic education requires strengthening teacher competence as a key factor in sustaining learning at Qur’anic Education Centers (TPQs). This community engagement program aimed to strengthen the competencies of TPQ teachers in Alang-Alang Caruban Village, Jogoroto District, Jombang Regency, through Qur’any method training. The program employed a participatory capacity-building approach involving needs identification, Qur’anic learning assistance, methodological training, practical application, and participatory evaluation. The training combined explanation, demonstration, guided practice, and discussion using Qur’any 1–2 teaching aids, Qur’any songs, Tafsir Amaly, and Tafsir Ahkam as the primary materials. The results indicate that the program broadened teachers’ methodological exposure and provided alternative instructional resources while connecting training activities with existing Qur’anic learning practices in the partner community. The program also shifted the orientation of community engagement from temporary direct teaching assistance toward strengthening local teachers as key actors in sustaining Qur’anic education. Its main contribution is conceptualized as a teacher-centered sustainability pathway for community-based Qur’anic education, integrating direct educational engagement, identification of instructional needs, methodological capacity building, practical application, reflection, and continued implementation by local educators. The program demonstrates that KKN-based community engagement can move beyond short-term educational service delivery toward more sustainable development of local educational capacity. Future programs should incorporate standardized competency assessments and follow-up observations to provide stronger evidence of teacher development and the sustainability of instructional practices.
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Copyright (c) 2026 Ahmad Budiyono, Hani Adi Wijono , Arif Rahman Hakim , Shoviyul Himami, Ahsanatul Khulailiyah, Adinda Jauhara Afrianti, Faiq Rihhadatul ‘Aisy
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