<b>Implementing the <i>Ummi</i> Method to Enhance Qur'anic Recitation Skills: A Qualitative Study at the Qur'anic House of Utsman Bin Affan Majene </b>

Abstract

Mastery of Qur'anic recitation (tajwid) is a foundational religious competency for Muslims, yet many learners—particularly children—struggle with letter differentiation, correct articulation (makharij al-huruf), and proper recitation length. This study examines the implementation of the Ummi Method as a structured approach to improving Qur'anic reading ability among students (santri) at the Qur'anic House (Rumah Qur'ani) of Utsman Bin Affan in Majene. A qualitative descriptive method was employed, with data collected through participant observation, structured interviews, and documentation from multiple informants including the institution's director, teachers (ustazah), students, and parents. Data analysis followed the stages of data collection, reduction, display, and conclusion drawing, with methodological triangulation employed to ensure data trustworthiness. Findings reveal that the Ummi Method is implemented in accordance with the standards established by the Ummi Foundation, encompassing three pedagogical approaches—direct method, repetition, and sincere affection—and four learning models suited to varying classroom configurations. Seven sequential learning stages are applied: opening, apperception, concept instillation, concept comprehension, practice, evaluation, and closing. Teacher recruitment adheres to the Ummi Foundation's ten quality pillars, with the majority of teachers holding official Ummi Method certification. Two forms of evaluation are employed: daily formative evaluation, which monitors individual recitation progress per session, and volume-level summative evaluation conducted upon completion of each instructional book (jilid). Students who initially could not distinguish Qur'anic letters or apply tajwid rules demonstrated measurable improvement upon completing the program. The study concludes that the systematic structure, certified instruction, and continuous dual-evaluation framework of the Ummi Method significantly contribute to enhancing students' Qur'anic recitation competency in non-formal Islamic educational settings.