%0 Thesis
%9 Skripsi
%A Mohammad Sa’idun Nadlif, NIM.: 21104090010
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2025
%F digilib:73602
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Manajemen Pembelajaran, Tahsin al-Qur’an, Analisis SWOT
%P 255
%T ANALISIS MANAJEMEN PEMBELAJARAN PROGRAM TAHSIN AL-QUR’AN DI SDIT SALSABILA 2 KLASEMAN SLEMAN
%U https://digilib.uin-suka.ac.id/id/eprint/73602/
%X The background of this research arises from findings among third-grade  students at SDIT Salsabila 2 Klaseman who were still unable to read the Qur’an  properly in accordance with tajwid rules, even though the school had clearly  established tahsin graduation standards in the Tahsin–Tahfidz implementation  guidebook for the 2024/2025 academic year. This condition indicates the need to  strengthen tahsin learning management in order to achieve the targeted outcomes  optimally. Therefore, this study aims to examine and analyze the management of  tahsin al-Qur’an learning at SDIT Salsabila 2 Klaseman by employing a SWOT  analysis matrix.  This research is a descriptive qualitative research.. The determination of  the source material is based on the purposive type of non-probability sampling  technique, based on the namely KUE criteria (knowing, understanding, and  experiencing). The research subjects consisted of the principal, vice principal,  tahsin teachers, and students. Data were collected through interviews,  observations, and documentation, then analyzed through transcription, coding,  grouping, comparing and contrasting, as well as interpreting. Data validity was  ensured through source and technique triangulation.  The findings reveal that: (a) the management of tahsin al-Qur’an learning  is systematically implemented through planning, organizing, implementing, and  supervising. Planning includes the formulation of objectives, learning patterns,  schedules, achievement targets, and student group distribution. Organizing  involves task distribution and coordination among the principal, vice principal,  tahsin board, and tahsin teachers. Implementation takes place within the school  environment using both classical and individual approaches, supported by  learning media and a reward system. Supervision is conducted through routine  monitoring, direct observation, and evaluation of learning outcomes, followed by  coaching or strategic adjustments when obstacles are identified; (b) based on the  SWOT analysis, the tahsin program possesses internal strengths such as wellstructured  management, competent teachers, institutional commitment, a relevant  local curriculum, community support, and student motivation. Development  opportunities include the utilization of technology, community involvement, and  the growth of an innovation-oriented culture. Weaknesses consist of teacher  instability, limited interactive media, and uneven student achievement, while  external threats include parental pressure, less conducive classroom conditions,  and shifts in educational policy. Development strategies are directed toward  strengthening human resources, providing professional development for tahsin  teachers, increasing parental literacy regarding the program, and reinforcing  pre-tahsin stages for beginner students.
%Z Syaefuddin, M.Pd.