PROBLEMATIKA LITERASI AL-QUR'AN DAN DAMPAKNYA TERHADAP EVALUASI HAFALAN SISWA SD

Abstrak

Quranic literacy is the main foundation in Islamic education because it is a basic prerequisite for students to read, understand, and memorize the Quran correctly. However, in the practice of memorizing the Quran in elementary schools, the learning orientation often emphasizes achieving the quantity of memorization rather than strengthening the quality of Quranic literacy. This condition has the potential to create a pedagogical paradox, namely an increase in the amount of memorization that is not always accompanied by accurate reading, mastery of tajwid, and fluent recitation. This study aims to analyze the problems of Quranic literacy in elementary school students and examine their impact on memorization evaluation. The study uses a qualitative approach with a type of library research, through a systematic analysis of various scientific articles, academic books, and institutional documents relevant to the research theme. Data were analyzed using an interactive analysis model that includes data reduction, data presentation, and drawing conclusions. The results show that the problems of Quranic literacy in elementary school students are influenced by internal and external factors. Internal factors include learning motivation, phonological ability, cognitive readiness, concentration, and memory capacity of students, while external factors include teacher competence, learning methods, family support, and the learning environment. This study also found that low Qur'an literacy has a direct impact on the decreasing validity of memorization evaluation, increasing teacher assessment bias, the formation of unstable memorization, and the weak objectivity of memorization assessment. This article emphasizes that the problem of memorization evaluation is not solely caused by the weakness of the tahfiz method, but rather is eliminated by the weakness of the foundation of Qur'an literacy which is often overlooked in the design of learning evaluation. The novelty of this study lies in the reconstruction of the memorization evaluation paradigm from an approach focused on quantity to a holistic, integrative, and mutual reading-based evaluation model.