Analisis penguasaan ilmu tarannum dalam kalangan pelajar diploma tahfiz al-quran, KIAS

Analysis of tarannum knowledge mastery among diploma tahfiz al-quran students at KIAS

Abstract

Abstrak

Kajian ini meneliti penguasaan ilmu tarannum sebagai nilai tambah kepada pelajar Diploma Tahfiz al-Quran di KIAS, yang berpotensi meningkatkan mutu bacaan dan keterampilan mereka dalam komuniti. Kajian ini mempunyai tiga objektif: (i) mengenal pasti tahap dan corak penguasaan tarannum dalam kalangan pelajar tahfiz di KIAS; (ii) menilai persekitaran pembelajaran tarannum termasuk suasana kelas, sokongan rakan sebaya, serta ekosistem institusi; dan (iii) menganalisis kesan pembelajaran tarannum terhadap pembangunan diri graduan tahfiz. Reka bentuk kajian kualitatif deskriptif ini menggunakan temu bual separa berstruktur dan disokong oleh kaedah pemerhatian serta analisis dokumen bagi tujuan triangulasi. Data dianalisis secara tematik menggunakan perisian ATLAS.ti (versi 23). Hasil kajian merumuskan tiga tema utama: (1) bimbingan pensyarah sebagai pemangkin pembelajaran; (2) pengaruh suasana dan komuniti pembelajaran terhadap kesinambungan penguasaan tarannum; serta (3) pembudayaan tarannum yang terbukti meningkatkan kualiti tilawah dan keyakinan diri pelajar, di samping menuntut penyediaan ekosistem sokongan institusi yang lebih holistik. Kesimpulannya, pemerkasaan ilmu tarannum amat signifikan dan sejajar dengan Matlamat Pembangunan Mampan (SDG) 4 (Pendidikan Berkualiti) dan SDG 16 (Institusi Kukuh) dalam usaha melahirkan graduan tahfiz yang kompeten dan berdaya saing.

Abstract

This study examines the mastery of tarannum (melodic Qur'anic recitation) among students in the Diploma Tahfiz al-Quran programme at KIAS and its potential as a value-added attribute for graduates. Although tarannum is often regarded as an ancillary skill within tahfiz education, the findings indicate that it can enhance recitation quality, learners' confidence, and graduates' tilawah competence for social roles and community service. The study has three objectives: (i) to identify the level and patterns of tarannum mastery among tahfiz students at KIAS; (ii) to evaluate the tarannum learning environment, including classroom climate, peer support, and the broader institutional ecosystem; and (iii) to analyse the effects of tarannum learning on tahfiz graduates' self-development. A descriptive qualitative design was employed using semi-structured interviews with students who had taken the tarannum course. Data were analysed using ATLAS.ti (version 23) through a staged thematic coding process to generate themes based on in-depth examination of the interview transcripts. Data triangulation was conducted through observations of out-of-class learning practices and document analysis. The findings produced three main themes: (1) lecturer guidance as the catalyst for tarannum learning through direct coaching and indirect supports; (2) the learning atmosphere as a determinant of sustained mastery; and (3) the culturalisation of tarannum as a value-added graduate competency that improves recitation quality, strengthens confidence, and requires a reinforcement ecosystem. Overall, the findings support SDG 4 (Quality Education) and SDG 16 (Peace, Justice and Strong Institutions).