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PENERAPAN METODE SCAFFOLDING DALAM PEMBELAJARAN HAFALAN SURAT PENDEK DI KELOMPOK B TK ABA GADEN III
Memorizing short surahs in early childhood education is highly important as it lays the foundation for developing reading skills and understanding the Quran from an early age. However, in practice, children often face challenges such as difficulty concentrating, inaccurate pronunciation, and lack of independence in memorization. Therefore, an appropriate learning method that aligns with children’s developmental stages is needed. One alternative is scaffolding method, which involves providing gradual assistance from the teacher until children are able to learn independently. This study aims to describe the implementation of the scaffolding method in short surah memorize independently according to tajwid, and identify supporting and inhibiting factors in its implementation. This study used a descriptive qualitative approach involving nineteen children in Group B of TK ABA Gaden III, one principal, one classroom teacher, one extracurricular teacher and four parents. Date were collected through observation, interviews and documentation and analyzed using data reduction, data presentation, and conclusion drawing. Data validity was ensured through triangulation techniques. The results of the study reveal that scaffolding is implemented through three main stages: planning, implementation and evaluation. All adjusted to the children’s abilities and developmental levels. Teachers act as facilitators by providing gradual guidance, starting from reading examples and tajwid corrections to gradually reducing support as the children’s skills improve, while parental involvement in home guidance strengthens learning continuity. This method is able to foster independence, self-confidence, and the ability to memorize and recite the Quran correctly according to tajwid. The success of scaffolding at TK ABA Gaden III arises from a balance between support and challenge, with the school providing learning media, a conducive environment, audio recordings of teacher extracurricular surah memorization and parents acting as spiritual parents instilling religious values. However, its effectiveness is influenced by inhibiting factors, such as differences in children’s abilities and focus, as well as limitations in teacher training. These findings emphasize that scaffolding is not merely an instructional startegy, but a humanistic approach that requires empathy, spiritual awareness and continuous collaboration, enabling Quran memorization education to integrate both cognitive and affective aspects while shaping Quranic character from an early age.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
PENERAPAN METODE SCAFFOLDING DALAM PEMBELAJARAN HAFALAN SURAT PENDEK DI KELOMPOK B TK ABA GADEN III (Text)
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