Pengaruh Metode Imla' Terhadap Peningkatan Kemampuan Menulis Ayat Al-Qur'an Siswa Pondok Pesantren Ulumul Qur'an

Abstract

This study examines the effect of the imla' (dictation) method on improving the ability of students at Pondok Pesantren Ulumul Qur'an to write Qur'anic verses correctly. The imla' method, which involves dictating Qur'anic verses for students to write from memory or hearing, is considered an effective approach in strengthening the connection between memorization (tahfidz) and writing accuracy. However, many students still make errors in writing Arabic letters and harakah, which indicates the need for a more systematic instructional approach. The purpose of this study is to determine whether the application of the imla' method significantly improves students' ability to write Qur'anic verses and to identify supporting and inhibiting factors in its implementation. A quasi-experimental method with a pre-test and post-test design was employed in this study. Data were collected through writing tests, observation, and structured interviews with tahfidz teachers and students. The results indicate that the imla' method has a significant positive effect on improving students' Qur'anic writing ability, as evidenced by a notable increase in the average post-test scores compared to pre-test scores. Supporting factors include teacher competence, structured learning schedules, and student motivation, while inhibiting factors include differences in students' initial abilities and limited practice time. These findings suggest that the imla' method is a practical and effective instructional strategy for improving Qur'anic writing skills in Islamic boarding school settings.