Analysis of Teachers^ Difficulty Levels in Implementing Quranic Reading and Writing in Quranic Learning in Elementary Schools Tanaya Salsabila1, Tia Citra Bayuni2*, Misbah 3, Syintia Bela Puspita Sari4 , Lala Lestari5 , Bunga Amartya6 , Alica Apriyani7
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang
Abstract
Learning to Read and Write the Qur^an (BTQ) in elementary schools has a key role in strengthening students^ literacy skills and their basic understanding of the Qur^an. However, its implementation still presents several challenges that influence learning effectiveness. This study aims to examine the level of difficulty experienced by teachers in conducting BTQ instruction. It applies a quantitative approach with a descriptive survey method, using a Likert-scale questionnaire to assess difficulties in lesson planning, teaching implementation, evaluation, use of learning media, professional competence, and external support factors. The participants were 53 elementary school teachers. The findings reveal percentages of 81% for planning, 79% for implementation, 77% for evaluation, 74% for learning media, 76% for professional competence, and 72% for environmental and parental support. Overall, these results indicate that teachers^ difficulties fall within the low to moderate range. Nonetheless, challenges remain, including limited learning media, varying student abilities, and insufficient parental involvement. Therefore, continuous training, improved access to learning resources, and stronger collaboration between schools and families are essential to enhance the quality of BTQ instruction.
