Eradicating Al-Qur’an Illiteracy of Prospective Primary School Teachers

Lack of students’ abilities in reading Al-Qur’an hampers the learning process of Islamic Religious Education (PAI – Pendidikan Agama Islam) in universities. Ironically, this fundamentalism has not been able to be resolved at the previous level of education. Various methods of reading Al-Qur’an have been compiled, but in fact, there are still many students who have not been able to read Al-Qur’an. Hence, this research aims at analyzing the implementation of the TAHQIQ learning model in order to improve Al-Qur’an reading skills. This research employed the action research method. The research subjects were 360 prospective primary school teachers in one of the universities in Sumedang Regency, consisting of 130 male and 240 female prospective teachers. This research revealed that the TAHQIQ learning model was able to improve the students’ abilities in reading Al-Qur’an to reach the level of Jayyid in 12 meetings. Therefore, it can be concluded that the TAHQIQ learning model was able to eradicate students who were Al-Qur’an illiterate.

which revealed that there were 65% of Indonesia Muslims who were still Al-Qur'an illiterate. The data was only measured by whether or not they were able to read Al-Qur'an.
If the population of Indonesian Muslims is regrouped based on the category of those who do not understand the contents of Al-Qur'an, the numbers will certainly be greater, since it is believed that they will not be able to understand Al-Qur'an, if they cannot read it. In addition, when they do not understand the contents of Al- [220] thus issue must not be tolerated, thus real efforts are needed to eradicate Al-Qur'an illiteracy in Indonesia.
In the curriculum at each level of education, the subject of Islamic Religious Education (PAI -Pendidikan Agama Islam) are included from the level of primary school (SD -Sekolah Dasar) to senior high school (SMA -Sekolah Menengah Atas) and even at the college level. During 12 years of studying the PAI subject from SD to SMA, at least it is able to become a very strategic asset for the nation to resolve the issue of the high rate of Al Qur'an illiteracy.
At the college level, Supriyadi & Julia (2019) found that the issue of Al-Qur'an illiteracy still emerges with a quite fantastic rate, which could be considered as the impact of the learning process at the previous levels. The research findings revealed that there were only 10 out of 100 students who were Al-Qur'an literate, which indicated that the ratio between students who were Al-Qur'an literate and who Al-Qur'an illiterate was 1:10. The impact of lack of students' ability in reading Al-Qur'an affected them not to be close to Al-Qur'an. Therefore, if they did not close to Al-Qur'an, they would not touch it, and if they did not touch it, they would not read Al-Qur'an; even they would not listen to it.
In the learning context, lack of students' abilities in reading Al-Qur'an hampers the  accordance with the subjects, e.g., students. Since the learning model is related to styles of learning and teaching (Hanafiah & Suhana, 2009), this research aims at analyzing the implementation of the TAHQIQ learning model in eradicating Al-Qur'an illiteracy in the students.

Research Design
This research employed the action research design, which is based on many research methods of action research in literature as a design in solving problems in the field of education (Adelman, 1993;Capobianco & Feldman, 2006;Jefferson, 2014;Niemi, 2018). Moreover, an action research provides an opportunity for researchers to discover new change efforts that are in accordance with its conditions and needs (Darwis, 2016).
Through this action research, the researchers seek to find solutions to practical problems (Creswell, 2002). In this research, the researchers examined the problems related to the students' ability in reading Al-Qur'an, and then conducted a series of actions as problem-solving solutions. This series was provided to find solutions, which referred to the steps in the TAHQIQ learning model.
In conducting the research, the researchers used the principles of collaboration as characteristics of the design action research (Creswell, 2002).
This collaboration involved the researchers (as supporting lecturers of the PAI course), the colleagues (as supporting lecturers of the PAI course in each study program), a lecturer who has expertise in the field of music, since in the practice of phonology of Al-Qur'an used musical melodies, and a lecturer who has expertise in the field of linguistics. Furthermore, the researchers also collaborated with one of the student activity units that studies Al-Qur'an who were invited to be involved in a series of actions conducted. Studies that employ collaborative action research processes in education involve collaboration between teachers, or between teachers and researchers (Messiou, 2018;Zech, Gause-Vega, Bray, Secules, & Goldman, 2000).

Research Site and Subject
This research was conducted in one of the

Pre-action Analysis
The initial stage of implementation of the  Table 1 below. There were 10 active students in students' organizations during the development unit of tilawatil Al-Qur'an with a level of Jayyid ability in reading Al-Qur'an who were invited to be involved as the collaborators in conducting a pre-test. These ten students were given several training to become candidates for tutors in attempting to understand the steps of the TAHQIQ learning, and improve the prospective tutors' Al-Qur'an reading ability to the level of Jayyid Jiddan.  Table 1. The following Table 2 presents the revised indicators. 1. Can read distinct forms of hijaiyyah letters in 3 or 4 letters, but it is still often confused with diacritics.
2. Can read distinct forms of hijaiyyah letters in 3 or 4 letters with correct diacritics, but the pronunciation (makhroj) is still incorrect 3. Point 1 and 2 have been correct, but read it haltingly Referring to the indicators presented in Table 2, the result of pre-test given to 370 students indicated that students' ability in reading Al-Qur'an was still low, as presented in Table 3. This issue is not merely the responsibility of PAI lecturers, but it is everyone's responsibility who actively participates in the academic unity.

Model
This stage is a series of actions given to the research subjects as attempts to improve the students' Al-Qur'an reading ability. The following are the steps taken in the series of actions.

Grouping Mapping Step
Referring The ten tutors who had been trained were mapped to provide material at each level.
The ratio between students and tutors was, in Ibtida 1 with a total of 34 students, each tutor accompanied 3-4 students. This was because the students at Ibtida 1 required intensive guidance and hard work to increase the ability to the level of Jayyid. Therefore, this step is described in the following Table 4.

Al-Qur'an Learning Step
This step is the Al-Qur'an learning process.
At each level, the students were given materials by referring to two TAHQIQ The above reading follows the melody presented in Figure 4. [230] This technique was not only accustomed to being given to students at the level of Ibtida 1, but also given to Ibtida 2 and Ibtida 3 in an effort to improve the accuracy of the pronunciation (makhroj).
In addition, there was a special habit for

Material Reinforcement and Repetition
Step Ibtida 3, the students had been able to read 1-2 short surahs fluently and correctly.
In addition, the students at the level of Jayyid had been able to read Al-Qur'an rhythmically, as in the form of murotal.

Evaluation Step
Evaluation was conducted by the tutors to measure the achievement, and ensure the existence of improvement in students' Al- The students reasoned that they were busy accomplishing other courses' tasks, and participating in the event organized by the organization. Even though their answers implied the rejection toward this activity, some students still expressed their willingness to participate in this activity to quickly improve their Al-Qur'an reading ability. Therefore, the findings indicated that the students actually had the desire to participate in an accustomed activity, but they had also issues regarding their responsibilities and priorities as students.
On the other hand, there were the students who experienced stagnation, thus they could not improve their ability. It was caused by infrequent attendance in training programs organized by the tutors, so that they did not obtain the main material. After conducting the interview by asking about their absence in participating in training program, they reasoned that they had a conflict schedule with the assignment of other courses, family gathering, schedule forgotten, exhausted factors due to carry out the assignment until late night, etc. Furthermore, when the researchers asked the question regarding their willingness to be able reading Al-Qur'an, all students, especially at the level of Ibtida 1 to 3, who did not have an improvement answered that they were motivated to be able to read it. This indicated that there were the issues regarding their responsibilities and priorities as students. In addition, they also understood that the Al-Qur'an reading ability must definitely be possessed by a Muslim.

Post-action Evaluation
The students who had passed the learning steps to eradicate Al-Qur'an illiteracy, both diligent students and students with a minimal presence in participating in the activity process, carried out the post-test to ascertain whether they had the minimum ability in reading Al-Qur'an or not, the extent of the development of the students' improvement in reading Al-Qur'an. The post-test was conducted by the researchers, involving the collaborator team that consisted of the PAI lecturers.
The following Table 5 presents the post-test result.     The Improvement of Al-Qur'an Reading Ability The forms of improvement in the students' Al-Qur'an reading ability were diverse.
There were students who improved at one step gradually, and there were also students who improved rapidly from pretest to post-test. For example, the students who were at the level of Ibtida 1 in pre-test were able to improve their ability into the levels of Ibtida 2, Ibtida 3, and even Jayyid after conducting post-test, likewise for the students who were at the level of Ibtida 2 in pre-test. The followings are the forms of improvement in Al-Qur'an reading ability presented in Table 6. Ibtida 3 3 115 39 Jayyid 9 67

DISCUSSION
The results of this action research provided a new understanding that someone can improve their Al-Qur'an reading ability well and correctly without having to take a long time until many years. This research proved that the students improved significantly after participating in 12 meetings. By providing the learning of Al-Quran reading ability, everyone will be able to get used to read, understand, and implement Al-Qur'an in their daily Life.
Since Al-Qur'an is the Islamic teaching guidelines that must be learned (Shihab, 1992), hence, Al-Qur'an reading ability is the initial stage that must be passed by every Muslim in order to understand the teaching resources. This is the implicit meaning of the Prophet's message to every Muslim in order to always learn and teach Al-Qur'an (Bukhori, 1992 No 5027   discuss models of teacher professional learning (Castle, 2006;James & McCormick, 2009;Nisbet & Shucksmith, 2017;Novak & Gowin, 1984;Olson & Craig, 2001). This is carried out in order to recognize how teachers learn and change by developing theory or applying theory to the discussion of teacher change (Clarke & Hollingsworth, 2002;Korthagen, 2010;Korthagen, 2007;Penlington, 2008).
Therefore, this research results require the teachers to practice the action research approach to improve and increase the learning quality.

CONCLUSION
This research has proved that the TAHQIQ learning model was able to eradicate Al- These steps as the action given in the TAHQIQ model had been able to provide significant changes in the effort to eradicate Al-Qu'ran at the college level.
This high rate of decline also has an effect on the decline in the rate of Al-Qur'an illiteracy in Indonesia, which is still considered relatively high. Therefore, the TAHQIQ learning model can be a solution for anyone who desires to have the ability to read Al-Qur'an quickly and correctly, because it only takes 12 meetings, the learning is directed at the problems perceived by the learners. However, this TAHQIQ learning model still had a great opportunity to be developed continuously.