Institutional Repository UIN Sunan Kalijaga YogyakartaMODEL PENDIDIKAN AL-QUR’AN DI MAJELIS TAKLIM KALAM PURWOMARTANI, KALASAN, SLEMAN, DAERAH ISTIMEWA YOGYAKARTANIM.: 23304012006ArifudinauthorThe teaching Al-Quran in Islamic non-formal education institutions is generally focusing on the reciting and memorizing of the Al-Quran, putting aside the aspects of understanding, internalization, and application of the values. Previous research appears to discus the management, learning design, and teaching method, while constructing the model of teaching Al-Quran on the basis of understanding is relatively limited. Majelis Taklim Kalam Purwomartani Kalasan Sleman of Yogyakarta Special Province is one of religious study groups that develops a teaching method through complementary tartib mushafi, tartib nuzuli, and maudu'i during learning process. This study aims to: (1) describe the Al-Quran-teaching practices in the Majelis Taklim Kalam; (2) construct the model of Teaching Al-Quran developed by the Majelis; and (3) analyze the contribution of tartib mushafi, tartib nuzuli, dan maudu'i approach with regard to building the members' understanding. The primary theoretical framework of the study lies on the concept of the approach of understanding Al-Quran, in particular the tartib nuzuli Muhammad 'Izzat Darwazah and maudu'i 'Abd al-Hayy al-Farmawi, and also the concept of tartib mushafi. This qualitative study applies a case study design. Data is collected through a participatory observation, in-depth interviews with teachers, management, members, and local figures, and Majelis Taklim Kalam documents. The data is analyzed under an interactive model from Miles, Huberman, and Saldana, constituting data condensation, data display, and conclusion drawing and verification. Data is validated through a triangulation of sources, method, and theory. The study discovers three fundamental findings. First, the practice of Al-Quran teaching in the Majelis Taklim Kalam is systematic in the way that understanding the Al-Quran is the ultimate goal. The process is in five steps: preparation, material delivery, dialog and discussion, reflection, and mentoring. And the materials are in multileveling, from surah study, ayah study, and thematic study, with which a dialogic, participatory, contextual, and value-practice-of Al-Quran orientation learning is internalized. Second, an integrative construction Model of Al-Quran Education, which is built upon integration components of education goals, fundamental principles, approach of strategy, learning characteristics, educator's roles, and value-internalizing processes. The model utilizes tartib mushafi, tartib nuzuli, dan maudu'i approach in a complementary way; supported by dialog strategy, discussion, question and answer, and reflection. It also is based on rabbaniyah priciples, tadarruj, contextual, reflective, integrative, and applicable. In this model, educators are facilitators, text-context mediator, internalization advisors, and Al-Quran-value-actualizing mentors. Third, the approach of tartib mushafi, tartib nuzuli, dan maudu'i is a complementary contribution in terms of the members' Al-Quran understanding formation. Tartib mushafi approach, on the other hand, provides a systematic understanding of the structure of arrangement of Al-Quran; tartib nuzuli tightens the understanding of historical background and context of revelation; maudu'i assists members in the understanding of the life-theme interconnectedness of ayahs. Together, they shape the members' understanding of Al-Quran that does not stop in cognitive aspect, but through meaning interpretation, reflection, internalization, and application of values, it develops and contributes to the strength of creed, worship quality increase, moral, and religious transformation. Theoretically, this research contributes to the development of Al-Quran education in Islamic non-formal institutions' paradigm from knowledge-transmission orientation, recitation, and memorization into an understanding and transformation. The study also offers a conceptual framework on the relation of textual, historic-contextual, and thematic approaches with the process of dialog pedagogy and reflective, enabling the Al-Quran understanding to develop into value internalization and religious transformation within the life of the members.371.36 Metode Pengajaran, Metode Pembelajaran2026-09-29UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis

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