| Description: |
The ability to read the Qur'an properly and correctly is a basic competency that every Muslim must possess. However, in the practice of learning the Qur'an, many students are still unable to read consistently according to the rules of tajwid. This is partly due to the lack of a standard assessment instrument to measure the quality of reading based on tajwid standards. This study aims to develop a structured and measurable Qur'an reading assessment scale with indicators derived from the main aspects of tajwid. This study uses a research and development (R&D) approach with an instrument development model that includes the stages of needs analysis, assessment indicator design, validation by tajwid experts, limited field trials, and instrument revision. The research subjects consisted of elementary and secondary students at a tahfidz house in Koto Tangah District, Padang City, with a total of 60 respondents. Data were collected through observation, reading recordings, and validated assessment sheets. Data analysis was conducted using descriptive quantitative methods to assess the reliability and consistency of the assessment scale. The results of the study indicate that the developed Qur'an reading assessment scale consists of five levels of ability, namely: (1) beginner (not yet fluent in hijaiyah letters), (2) basic (reading fluently but with many tajweed errors), (3) intermediate (applying most of the rules of tajweed correctly), (4) proficient (fluent reading, almost perfect tajweed, but not yet consistent), and (5) tartil (reading according to tajweed rules, fluent, and beautiful). This instrument is considered valid and reliable based on the results of expert tests and field trials with a Cronbach Alpha reliability coefficient of 0.87. Thus, this assessment scale can be used as a standard reference in assessing the quality of Qur'an reading, both in formal and non-formal educational institutions. In addition, this study contributes to the development of Qur'an learning evaluation instruments that are more ... |