Teacher-Guided Quranic Reading Instruction and the Challenge of Fostering Learner Autonomy

Abstract

Developing students' interest in reading the Quran remains an important challenge in Quranic education, particularly in community-based learning institutions where instructional practices are predominantly teacher-centered. This study aims to explore instructional practices for Quranic reading, examine students' interest in reading the Quran, and identify the challenges and strategies for fostering reading interest. A qualitative case study approach was employed. Data were collected through classroom observations, semi-structured interviews with teachers and students, and document analysis. The data were analyzed using thematic analysis involving data reduction, coding, categorization, and interpretation, while triangulation of data sources and techniques was applied to enhance credibility. The findings reveal three major themes. First, Quranic reading instruction is primarily implemented through direct teacher-guided learning, enabling immediate correction of pronunciation and tajwid errors and supporting reading accuracy. Second, students' interest in reading the Quran remains largely dependent on teacher supervision, as many students demonstrate limited confidence and rarely engage in independent reading outside formal learning sessions. Third, the main challenges include the absence of sustained independent reading habits and limited variation in instructional methods. Teachers address these challenges by providing motivational reinforcement, emphasizing the virtues of Quranic reading, and gradually introducing more interactive learning activities, although these efforts have not yet fully promoted learner autonomy. This study contributes to the development of Quranic education by highlighting the need to balance accurate teacher guidance with instructional strategies that cultivate students' independent reading habits and sustained interest in Quranic reading.