International Journal of Engineering Business

and Social Science

Vol. 01 No. 01, October 2022, pages: 26-33

e-ISSN: 2980-4108, p-ISSN: 2980-4272

https://ijebss.ph/index.php/ijebss

Optimizing The Management Of The TPQ Curriculum In An

Effort To Improve The Quality Of Al-Qur'an Reading And

Writing At The Tsabita Al-Qur'an Education Park, Cirebon City

Khusnul Khotimah, Subur

, Subur Ali Hasan

1,2

Institut Agama Islam Negeri (IAIN) Syekh Nurjati Cirebon, Indonesia Southeast Cirebon

E-Mail: Khusnulkhotimah85733@gmail.com, Subur070760@Gmail.Syekhnurjati.Ac.Id

submitted: 07- 09-2022, revised: 18-09-2022, publication: 01-10-2022

Keywords

Abstract

TPQ

curriculum

management,

Al-Qur'an

Reading and

Writing

Quality, TPQ..

Curriculum management is one aspect that affects the success and quality of learning in

national education, including learning to read and write the Qur'an. The success of achieving

the TPQ curriculum will have a positive influence on the student environment, especially

students' proficiency in reading and writing the Qur'an. This study aims to know information

about curriculum management in an effort to improve the quality of reading and writing the

Qur'an at TPQ Tsabita Cirebon City. In this study, researchers used qualitative methods with

descriptive form, and data collection techniques were carried out by observation, interviews,

tests and documentation. Data analysis uses data reduction, data presentation and data

verification. Based on the result of the study showed that the management of the TPQ

curriculum at TPQ Tsabita Cirebon City had not run optimally, so it had implications for

teaching and learning activities of the Qur'an as a medium of transfer of knowledge at TPQ

which aims to improve students' ability to read. and writing the Qur'an has not run optimally,

so it affects the quality or quality of reading the Qur'an of the students of TPQ Tsabita Cirebon

City which is still minimal.

1 Introduction

The existence of this Qur'anic educational institution is inseparable from the science of management or

management, including curriculum management. Because management shows more effective and efficient ways

of achieving a goal of an educational institution, thus allowing us to reduce obstacles in the framework of

achieving the goals that have been set. The curriculum also plays a very important role in the education system,

because of the position of the curriculum as a reference, map, and direction in the process of teaching and learning

activities, to realize educational goals. As stated by Ramayulis (Syafaruddin & Amiruddin, 2017, p. 23) that the

curriculum is one of the very important components in determining the education system, because the curriculum

is a tool to achieve educational goals and guidelines in the implementation of teaching at all types and levels of

education. Curriculum management is one of the aspects that affect the success of learning in national education,

so it can be said that the curriculum determines the quality or not of a learning activity in the Qur'an Education

Park.

The TPQ curriculum used in the process of learning activities at TPQ, especially in TPQ Tsabita Cirebon City,

refers to the 2010 TPQ curriculum guidelines (FKPQ, 2010) whose teaching content emphasizes more on

religious aspects (Islam) by referring to its two main sources, namely the Qur'an and As-Sunnah. It is also limited

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and adjusted to the level or level. The successful achievement of the TPQ curriculum will have a positive

influence on the student environment, especially on students' proficiency in reading and writing the Qur'an. This is

in accordance with the objectives of the TPQ contained in Government Regulation No. 55 of 2007 concerning

Religious and Religious Education in Article 24 Paragraph 1 (FKPQ, 2010), it is stated that the purpose of

education in this TPQ is to improve students' ability to read, write, understand and practice the content of the

Qur'an.

Given the importance of the role of the curriculum in the education system and the development of students' lives,

the preparation of the TPQ curriculum cannot be done without using a management foundation, so that the

management of the TPQ curriculum needs to be maximized through curriculum management activities starting

from the planning stage, organizing stage, implementation stage, to the assessment stage (Maspupah, 2019, p.

81).

However, based on the results of observations and interviews with the Head of TPQ Tsabita Cirebon City (Esih,

2020) on November 11, 2020, it can be said that the management of the TPQ curriculum at TPQ Tsabita Cirebon

City has not been optimal, it is proven that there is no systematic and written preparation of learning plans contained

in the syllabus or learning implementation plan, the preparation of learning planning is carried out simply, only

contained in the image of the educators' minds regarding the material and learning objectives to be achieved, the

lack of educators who play an active role as curriculum implementers so that there is no grouping of people,

tasks, as well as authority and responsibility in implementing curriculum programs so that in the implementation

of the curriculum is often not in accordance with the goals or targets that have been set, this happens because of the

lack of educators who handle students in the learning process to the delivery of the material are often not delivered,

only written in the student's writing book.

The implication of the above conditions is that teaching and learning activities of the Qur'an as a medium for the

transfer of knowladege in TPQ which aims to improve students' ability to read and write the Qur'an has not run

optimally, to affect the quality or quality of reading and writing the Qur'an. Based on the results of observations,

interviews, and tests, it shows that the quality of TPQ Tsabita students in Cirebon City in reading the Qur'an can

be said to be not optimal or in other words is underprivileged, it is proven that the majority of TPQ Tsabita

students in Cirebon City have not been able to read or recite the letters of the Qur'an properly in accordance with

the rules of tajwid science or in other words can be called not yet fluent, both students who study iqro, juz 'amma

or even the Qur'an. However, in TPQ Tsabita, Cirebon City, the knowledge of tajwid has been studied. The

ability of TPQ Tsabita students in Cirebon City in writing Qur'an letters or Arabic numerals can be said to be

quite good, because the majority of students are able to write hijaiyah letters according to their standards.

Based on the above conditions, the researcher considers this important for research to be carried out, because by

remembering the word of Allah Almighty in the Qur'an surah Al-Muzammil verse 4 quoted through the book

(Amir, 2014:14) this reads:

A and add to it and R Tel a Quran Trila

That is to say: or more than that (one-second) it, and read the Qur'an with tartil.

Departing from this verse, we can understand that in reading the Qur'an, it must be tartil (slowly). In an atsar,

sayyidana Ali ibn Abi Talib mentioned that tartil is "tajwidul letter, wa ma'rifatul wuquf " meaning to heed the

reading of letters, and to know about his waqaf. Therefore, from this we can understand that the science of tajwid

becomes very important and must be studied and applied by us when studying or reading the Qur'an. Thus, the

researcher is interested in raising the title of this study with the title "Optimization of TPQ Curriculum

Management in an Effort to Improve the Quality of Qur'an Literacy at the Tsabita Qur'an Education Park in

Cirebon City", with several problem formulations, including:

How is the implementation of the TPQ curriculum in TSABITA Tsabita Cirebon City?

What is the quality of reading the Qur'an at TPQ Tsabita Cirebon City?

How is the management of the TPQ curriculum in an effort to improve the quality of Qur'an literacy in TPQ

Tsabita Cirebon City?

Based on the formulation of the problem, the objectives of this study are as follows:

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To find out the implementation of the TPQ curriculum at TPQ Tsabita Cirebon City

To find out the quality of reading the Qur'an at TPQ Tsabita Cirebon City

To find out the management of the TPQ curriculum in an effort to improve the quality of Qur'an reading at TPQ

Tsabita Cirebon City.

2 Materials and Methods

Types of Research and Research Approaches

Judging from the type of data, the type of research used in this research is qualitative research, with a

descriptive qualitative research approach.

Data Sources

There are two sources of data in this study, namely primary and secondary data sources. Primary data is data

obtained directly from the main sources in the field. In this study, primary data were obtained through

observations, interviews, and tests, in which case observations were carried out at the TPQ Tsabita Cirebon

City, and interviews were conducted with the head of the TPQ Tsabita Cirebon City on behalf of mrs. Esih

Sukaesih, S. Pd. and some of her students, and tests were carried out to test the ability of all students (34

students) of TPQ Tsabita Cirebon City in reading and writing the Qur'an. Meanwhile, secondary data in this

study were obtained through documentation, books, as well as internet sites.

Data Collection Techniques

Data collection techniques in this study include the following:

Observation

In this study, observations were carried out at TPQ Tsabita Cirebon City to be precise on Jalan Kesambi

in Gg. Pawi No.14 RT 01 RW 02 Kutagara Cirebon City which started from the initial stage or proposal

to thesis, to be precise from November 2020 to May 2021.

Interview

In this study, the interview took place on February 20-26, 2021 at TPQ Tsabita Cirebon City Kutagara

Cirebon City with several informants, namely the head of TPQ Tsabita Cirebon City and some TPQ

students.

Documentation

The data collected with documentation techniques is secondary data, which in this case includes TPQ

guidebooks, TPQ teaching materials, student achievement books, student books or others.

Your

In this study, the test used was an ability test, both with written and oral tests, in order to obtain data or

information about the extent of the ability of TPQ Tsabita students in Cirebon City in reading and writing

the Qur'an. The Qur'an reading ability test was held on Monday 01 March 2021, while the Qur'an writing

ability test was held on Thursday 04 March 2021.

Data Analysis Techniques

The data analysis techniques used in this study consisted of:

Data Reduction

In this study, the researcher chose data that was important or vice versa as well as classifying research data

obtained through various data collection techniques, including observations, interviews, documentation

and tests that were relevant to the research formulation.

Data Presentation

In this study, the form of presenting the data is in the form of narrative text, tables, and images, so that it

can make it easier to read conclusions.

Conclusion Drawing

Conclusions are the quintessence of the research findings that describe the final opinions that are based on

previous descriptions or, decisions obtained based on inductive or deductive thinking methods. In this study, the

conclusions made are relevant to the research focus, research objectives and research findings that have been

interpreted and discussed.

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3 Results and Discussions

Implementation of the TPQ Curriculum in the Tsabita Qur'an Education Park, Cirebon City

According to Tita Lestari whose opinion was quoted by (Syaraffuddin, 2017, p. 41) in the

implementation or implementation stage of the curriculum including, preparation of learning plans,

elaboration of materials, determination of learning strategies and methods, provision of learning resources,

tools, and facilities, determination of ways and tools for assessing learning processes and outcomes and

setting the learning environment. Based on the findings in the field, it can be analyzed that the

implementation of the TPQ curriculum at TPQ Tsabita Cirebon City has not run optimally because it is

known by several factors, including:

There has been no preparation of a learning plan, even though it is in the Minister of Education and

Culture of the Republic of Indonesia No. 65 of 2013 concerning process standards in the appendix to

Chapter III, namely learning planning is designed in the form of a syllabus or learning implementation

plan that refers to the content stadar. The preparation of the lesson plan at TPQ Tsabita Cirebon City is

carried out simply, only contained in the imagination of the educators' minds regarding the material and

learning objectives that will be delivered at each meeting. This is in line with Sanjaya's endapat in the

book (Prastowo, 2015, p. 36) states that a plan is not an expectation that exists in a wishful thinking that

is imaginary and stored in the mind of a teacher, but rather hope and wishful thinking and how the steps

that must be implemented as an effort to achieve goals must be clearly described in a written document,

syllabus or learning implementation plan, so that the document can be used as a guide in the

implementation of learning.

Elaboration of material that is often not conveyed

The implication of the absence of a preparation of a learning implementation plan or syllabus at TPQ

Tsabita Cirebon City makes the delivery of material often not conveyed by ustadzah personnel, TPQ

subject matter is only written in student writing books, this happens because of the exhaustion of the

allocation of learning time,

This problem is in line with Rosyada's opinion, whose opinion was quoted by (Prastowo, 2015, p. 42)

who stated that efforts to improve the effectiveness of the learning process to achieve the best learning

outcomes in accordance with the target, learning planning is something that must be

prepared by every teacher before the implementation of learning, because effective or good learning

will not be realized without a good planning.

The lack of provision of resources, tools, and learning facilities, especially the limited classrooms, in

this case only one classroom is available. In accordance with the Decree of the Director General of

Pendis no. 91 of 2020 Chapter III Registration and Closure of Educational Institutions of the Qur'an

letter A number 4 concerning LPQ Infrastructure (Singorejo, 2020) it is stated that "The availability of

representative and adequate learning places and facilities in the form of buildings / mosques / mushalla /

houses and or other places, for TPQ is required to have a study room, teacher's room, head room,

administrative rooms, prayer rooms, playrooms and sanctified places". Based on the decree, it can be

analyzed that the TPQ Tsabita facilities in Cirebon City are very minimal, because in TPQ Tsabita

Cirebon City there is only one classroom available, as well as one bathroom in the house of the head of

the TPQ which is used as a TPQ facility.

The Quality of Qur'an Reading and Writing at TPQ Tsabita Cirebon City Based on field findings, it

can be said that the quality of TPQ Tsabita students in Cirebon City in reading the Qur'an has not been

maximized, because the majority of students have not been able to read the Qur'an with tartil and fluency

both in the pronunciation of hijaiyah letters and the application of the law of tajwid science. In terms of the

pronunciation of the letters hijaiyah the case that occurs is the pronunciation of the letters hijaiyah which

does not correspond to the makhorijul of the letters and shifatul letters, as in the pronunciation of the letter

'Ain which is often equated with the pronunciation of the letter alif, the letter Tsa-Sa-Syin is considered the

same in its pronunciation. Even though these letters certainly have differences between one another both in

terms of makharijul letters (where letters come out) or shifatul letters (properties of letters). As in the letters

Alif and 'Ain makhorijul the letters are Al-Jauf (oral cavity) and shifatul the letter is Syiddah (strong), while

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makhorijul the letter on the letter 'Ain is wasthul halqi (mid-throat) and shifatul the letter is Tawasuth

(upright) (Amir, Salimi, Syahroni, Hafid, Rifa'i, & Hakim, 2014).

TPQ Curriculum Management in an Effort to Improve the Quality of Qur'an Reading in TPQ

Tsabita Cirebon City

TPQ BTQ curriculum planning

Based on the findings of the curriculum planning field at TPQ Tsabita Cirebon City which is

carried out in improving the quality of Qur'an literacy, which begins with setting graduation

competency standards for TPQ students, setting goals, goals, methods, learning media for literacy of the

Qur'an, designing the content of BTQ subject matter through tajwid subjects, Qur'an learning, tahsinul

kitabah and memorization, and BTQ learning evaluation tools. This is in line with the opinion

(Syafarudin & Amirudin, 2017, p. 57) which states that curriculum planning is a process of setting goals,

objectives, material / content of subjects, methods, media, and evaluation of curriculum programs

which are guidelines for the implementation of learning in achieving educational goals in institutions.

Based on this theory, it can be analyzed that the curriculum planning at TPQ Tsabita Cirebon City

is in accordance with the theory. However, this is very unfortunate, because based on the results of

observations and interviews, information was obtained that the curriculum planning at TPQ Tsabita

Cirebon City in its implementation has not run effectively and efficiently, especially in achieving targets

that are not in accordance with the set time, this is against the background due to the lack of ustadzah

energy, and infrastructure that supports the implementation of the curriculum. In accordance with the

opinion (Syafaruddin & Amiruddin, 2017, p. 54) which states that curriculum planning must be

supported by managers, teachers, education personnel, facilities and infrastructure, and adequate

financing. Meanwhile, what happened in this research field was the lack of infrastructure and teachers,

so that curriculum planning would not be realized effectively and efficiently.

Organizing the TPQ BTQ curriculum

In accordance with the results of the study, the organization of the curriculum in an effort to

improve the quality of BTQ at TPQ Tsabita Cirebon City, namely by grouping students into units

or classes, grouping subjects and subject matter content related to reading and writing the Qur'an into

the subject schedule, determining the allocation of learning time, so that Qur'an teaching and learning

activities can be carried out effectively. This is in line with Amalia's opinion, whose opinion is quoted by

(Saajidah, 2018) argues that the organization of the curriculum includes the organization of subjects,

the allocation of time, a clear division of tasks and others.

However, the problem in organizing the curriculum at TPQ Tsabita Cirebon City is that there is no

grouping of teachers on tasks, as well as authority and responsibility in implementing curriculum

programs, this happens because of the lack of educators or ustadzah who play an active role as

implementers of curriculum programs so that in its implementation often the head of TPQ feels

overwhelmed, to the point of affecting the achievement of suboptimal targets. In accordance with the

Decree of the Director General of Pendis no.91 of 2020 Chapter III Registration and Closure of Qur'an

Educational Institutions, it is stated that the standard teacher or ustadzah in TPQ is 1 teacher for 20

students, while in TPQ Tsabita Cirebon City, 1 teacher for 34 students, thus the head of TPQ feels

overwhelmed, to the effect on his performance.

Implementation of the TPQ BTQ curriculum

Among the problems in the implementation of the BTQ curriculum at TPQ Tsabita Cirebon City

in accordance with the field findings is the absence of preparation of the BTQ learning plan contained

in the syllabus or learning implementation plan, even though in the context of learning in Indonesia,

Government Regulation of the Republic of Indonesia number 19 of 2005 concerning National

Education Standards in the Process Standards section in Article 20 mentions several minimal

components in the plan implementation of learning (learning implementation plan). Learning process

planning includes a syllabus and learning implementation plan that contains at least learning objectives,

teaching materials, teaching methods, learning resources, and assessment of learning outcomes (Rahmat,

2017, p. 7). The lack of learning resources and facilities, especially in classroom facilities that directly

support TPQ KBM at TPQ Tsabita Cirebon City is only one room, even though in accordance with the

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theory (FKPQ, 2010, p. 64) the learning facilities needed in TK

/ TPQ Al-Qur'an consist of learning facilities and play facilities, including game tools that are

considered appropriate and support the success of teaching objectives, it refers to the psychological

consideration that the child's world is the world of play. While at TPQ Tsabita Cirebon City there is no

availability of playing facilities, there is only one classroom, so students also play in the classroom with

the provision of congklak games.

The lack of ustadzah manpower in TSABITA TSABITA Cirebon City. In accordance with the

Decree of the Director General of Pendis no.91 of 2020 Chapter III Registration and Closure of Qur'an

Educational Institutions, it is stated that the standard teacher or ustadzah in TPQ is 1 teacher for 20

students, while in TPQ Tsabita Cirebon City, 1 teacher for 34 students, thus the head of TPQ feels

overwhelmed, to the effect on his performance. The impact of this problem is that in the

implementation of the Qur'an literacy curriculum at TPQ Tsabita Cirebon City is not in accordance with

the curriculum planning that has been set, both in terms of goals, objectives, content of subject matter or

others.

TPQ BTQ curriculum evaluation

An effort in assessing the implementation of the curriculum in order to determine the success

rate of educational goals both from the development, changes, constraints of students in the learning

process at TPQ Tsabita Cirebon City, namely through tests and non-tests. This evaluation technique can

already be said to be quite good because it is in accordance with the TPQ curriculum evaluation

guidelines (FKPQ, 2010, p. 71). However, the problem in curriculum evaluation according to

researchers based on observations at TPQ Tsabita Cirebon City is the lack of response of the head of

TPQ Tsabita Cirebon City to follow-up efforts or solutions to various obstacles in TPQ learning. In line

with the Minister of Education and Culture Number 159 of 2014 explained that "curriculum evaluation

is a series of planned, systematic activities, in collecting and processing information, considering in

decision making to improve the curriculum". Based on this theory, it can be said that the evaluation of

this curriculum is not only collecting and processing information, but must also be considered solutions

to improve it. For example, from the obstacles faced in an effort to improve the quality of reading the

Qur'an, one of which is the lack of ustadzah.

The lack of educators or ustadzah who play an active role as implementers of educational programs at

TPQ Tsabita Cirebon City, makes the implementation of education not optimal, until the head of TPQ

often feels overwhelmed and rushed in the process of learning the Qur'an, this will certainly greatly

affect the quality of education including the quality of reading the Qur'an, it has been proven that the

quality of reading the Qur'an at TPQ Tsabita Cirebon City is very minimal, because there are still many

students who do not apply the rules of tajwid science properly when learning the Qur'an or studying

activities even though at TPQ Tsabita Cirebon City, they have studied their tajwid knowledge.

In accordance with the Decree of the Director General of Pendis no.91 of 2020 Chapter III Registration and Closure

of Qur'an Educational Institutions, it is stated that the standard teacher or ustadzah in TPQ is 1 teacher for 20 students,

while in TPQ Tsabita Cirebon City, 1 teacher for 34 students, then the head of TPQ Tsabita Cirebon City should

have made a decision to recruit new teachers, so that you no longer feel overwhelmed and rushed in the process of

learning the Qur'an, until later it will also affect the quality of reading the Qur'an to the maximum. So the right

solution in dealing with the problem of the lack of ustdzah energy in learning to read and write the Qur'an is not only

to maximize BTQ teaching with enthusiasm and patience, but better by recruiting new employees as well.

4 Conclusion

Based on the results of research and discussion, it can be concluded that the management of the TPQ curriculum in an

effort to improve the quality of reading the Qur'an at the Tsabita Qur'an Education Park in Cirebon City has not run

optimally, this is against the background of obstacles that hinder in carrying out the process of curriculum

management stages, both from curriculum planning the obstacle is the absence of preparation of learning plans

contained in the syllabus or RPP, curriculum organizing the obstacle is the lack of teachers as implementers of the

curriculum program so that there is no grouping of people on the duties and authorities in carrying out the curriculum

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program, so that the implementation of the curriculum is not in accordance with the established curriculum planning,

this is due to the lack of educators and the lack of infrastructure.

The implications of these conditions, making qur'an teaching and learning activities as a medium for the transfer of

knowladege in TPQ which aims to improve students' ability to read and write the Qur'an has not run optimally, to the

point of affecting the quality or quality of reading and writing the Qur'an. Based on the results of observations,

interviews, and tests, it shows that the quality of TPQ Tsabita students in Cirebon City in reading the Qur'an can be

said to be not optimal, it is proven that the students of TPQ Tsabita Cirebon City have not been able to recite the

letters of the Qur'an properly in accordance with the rules of tajwid science or in other words can be called by not

being fluent in both students who study iqro, juz 'amma or even the Qur'an. However, in TPQ Tsabita, Cirebon City,

the knowledge of tajwid has been studied. The ability of TPQ Tsabita students in Cirebon City in writing Qur'an

letters or Arabic numerals can be said to be quite good, because the majority of students are able to write hijaiyah

letters according to their standards.

5. References

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FKPQ. (2010). Qur'an Education Park Curriculum. Cirebon.

Mahdali, F. (2020). Analysis of the ability to read the Qur'an in the perspective of the sociology of knowledge.

Journal of Qur'anic studies and Hadith, 143-167.

Maspupah, U. (2019). Curriculum Development Management. Yogyakarta: Ar-Ruzz Media..

Prastowo, A. (2015). Develop an Integrated Thematic learning implementation plan. Jakarta: Prenada media group.

Grace, H. (2017). Effective Learning Activities in the Learning Implementation Plan. Retrieved May 1, 2021, from

researchgate.net: https://scholar.google.com

Saajidah, L. (2018). Management Functions in Curriculum Management. Islamic Educational Management. Singorejo,

I. (2020, June 18). About us: LPQ Infrastructure Requirements. Retrieved April 23, 2021, from

Pontren.com: https://pontren.com/2020/06/18/persyaratan-sarana-prasarana-lpq-pendaftaran-ke- kemenag/

Shafaruddin, & Amiruddin. (2017). Curriculum Management. Medan: Prime Publishing.

for possible open access publication

under the terms and conditions of the Creative Commons Attribution ShareAlike (CC BY SA) license

(https://creativecommons.org/licenses/by-sa/4.0/).