Qur'an Learning Strategies for Orphans and Underprivileged Children at Istiqomah Orphanage

Abstract

This study aims to analyze Qur'an learning strategies for orphans and underprivileged children at the Istiqomah Orphanage. This research responds to the need for spiritual education among psychosocially vulnerable children, who may require an approach that differs from conventional pedagogical methods. Using a qualitative case study approach, data were collected through non-participant observation, in-depth interviews, and documentation involving 35 informants (5 educators and 30 foster children). The findings indicate that Qur'anic instruction is carried out through six interrelated stages: motivation as a precondition, independent murajaah (self-review), individual talaqqi (face-to-face guidance), limitation of learning material (tadarruj), repetition for reinforcement (tikrar), and the cultivation of religious habits. These strategies are adapted to each child's cognitive ability and personal circumstances, which in some cases involve the loss of a parent or economic hardship. The findings show that educators serve not only as technical instructors but also as motivators and companions who provide individual attention to each child. The learning process is designed not only to improve reading accuracy (makharijul huruf) and memorization, but also to support children's independence and self-confidence. This study concludes that an effective learning strategy for orphaned and underprivileged children requires a personalized, gradual, consistently repeated, and humanistic approach.