Enhancing Quranic Recitation Quality Through the An-Nahdliyah Method: A Case Study at Madrasah Diniyah

Rodiatul Jennah; M. Jadid Khadavi

doi:10.14421/hjie.2026.61-04

Authors

Rodiatul Jennah Institut Ahmad Dahlan Probolinggo, Indonesia
M. Jadid Khadavi Institut Ahmad Dahlan Probolinggo, Indonesia

DOI:

https://doi.org/10.14421/hjie.2026.61-04

Keywords:

An-Nahdliyah Method, Quranic Recitation-Quality, Islamic Pedagogy, Madrasah Diniyah

Abstract

This study aims to describe the implementation of the An-Nahdliyah method in Quranic instruction, identify its facilitating and hindering factors, and analyze the resulting changes in students' recitation quality at Madrasah Diniyah Miftahul Ulum, Probolinggo. A descriptive qualitative approach with a case study design was employed to obtain a profound understanding of the instructional processes in a real-world setting. Data were collected through systematic observation, in-depth interviews with key informants, and documentation, subsequently analyzed using the Miles and Huberman interactive model. Data credibility was maintained through source, technique, and time triangulation, complemented by member checking to ensure interpretive accuracy. The findings indicate that the An-Nahdliyah method is implemented as a structured guidance system comprising three fundamental stages: talaqqi (modelling), tauqif (immediate correction), and tikrar (repetition), further supported by the sorogan (individualized) approach. Primary supporting factors include teacher pedagogical competence and the effective utilization of instructional media, while challenges stem from the heterogenous initial abilities of students and limited instructional duration. Empirically, the implementation significantly improves students' recitation quality, specifically regarding makhraj (articulation points), tajwid (recitation rules), and overall phonetic precision. These results imply that organized traditional methods remain highly relevant and effective within modern Islamic pedagogical frameworks. However, this study is limited by its single-site focus and the absence of quantitative metrics. Future research is recommended to adopt mixed-methods approaches and explore the external influences of family environments and digital technology on Quranic literacy.

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