Isu, Kaedah Pengajaran dan Sokongan Pembelajaran Bacaan Al-Quran Awal Kanak-kanak: Satu Tinjauan Sistematik

Issues, Teaching Methods, and Learning Support for Early Childhood Qur’an Reading: A Systematic Review

Abstract

Pengajaran bacaan al-Quran pada peringkat awal kanak-kanak merupakan asas penting dalam pembentukan literasi agama dan penghayatan nilai Islam sejak usia muda. Walaupun pelbagai kaedah pengajaran telah diperkenalkan dan diaplikasikan secara meluas, isu penguasaan asas bacaan al-Quran dalam kalangan kanak-kanak awal masih dilaporkan sebagai cabaran yang berterusan. Selain itu, kesinambungan pembelajaran bacaan al-Quran di rumah dikenal pasti sebagai faktor penting yang sering diabaikan, sekali gus menjejaskan keberkesanan pembelajaran secara menyeluruh. Sehubungan itu, artikel ini bertujuan untuk mensintesis dapatan kajian lepas berkaitan amalan, isu dan cabaran pengajaran bacaan al-Quran awal kanak-kanak, dengan tumpuan khusus kepada isu penguasaan asas bacaan dan peranan kesinambungan pembelajaran di rumah. Kajian ini menggunakan pendekatan Systematic Literature Review (SLR) berpandukan protokol PRISMA. Proses pencarian literatur dilaksanakan menggunakan pangkalan data Scopus, Web of Science dan Google Scholar bagi artikel yang diterbitkan antara tahun 2018 hingga 2025. Sebanyak 20 artikel yang memenuhi kriteria kemasukan telah dipilih dan dianalisis menggunakan pendekatan analisis tematik. 3 tema utama dikenalpasti iaitu isu, kaedah pengajaran dan sokongan pembelajaran. Dapatan kajian menunjukkan bahawa penguasaan asas bacaan al-Quran awal kanak-kanak masih lemah, khususnya dari aspek pengenalan huruf hijaiyah, ketepatan makhraj dan penguasaan tajwid asas. Selain itu, dapatan turut menunjukkan bahawa penglibatan ibu bapa dan kesinambungan pembelajaran di rumah memainkan peranan penting dalam menyokong penguasaan bacaan kanak-kanak, namun pelaksanaannya masih tidak konsisten. Kesimpulannya, kajian ini menegaskan keperluan kepada pendekatan pengajaran bacaan al-Quran yang lebih holistik dan bersepadu, melibatkan kerjasama antara institusi pendidikan dan keluarga, serta sokongan pedagogi yang sesuai dengan perkembangan kanak-kanak.

Teaching Qur’anic reading at the early childhood level constitutes a fundamental basis for developing religious literacy and fostering the appreciation of Islamic values from a young age. Although various instructional methods have been introduced and widely implemented, issues related to the mastery of basic Qur’anic reading skills among young children continue to be reported as persistent challenges. In addition, the continuity of Qur’anic reading learning at home has been identified as an important factor that is often overlooked, thereby affecting the overall effectiveness of the learning process. Accordingly, this article aims to synthesise findings from previous studies on the practices, issues, and challenges in early childhood Qur’anic reading instruction, with particular emphasis on basic reading mastery and the role of home learning continuity. This study adopts a Systematic Literature Review (SLR) approach guided by the PRISMA protocol. The literature search was conducted using the Scopus, Web of Science, and Google Scholar databases for articles published between 2018 and 2025. A total of 20 articles that met the inclusion criteria were selected and analysed using a thematic analysis approach. Three main themes were identified, namely issued, teaching methods, and learning support. The findings indicate that the mastery of basic Qur’anic reading among young children remains relatively weak, particularly in terms of recognising hijaiyah letters, accurate pronunciation (makhraj), and the application of basic tajwid rules. Furthermore, the results highlight that parental involvement and the continuity of learning at home play significant roles in supporting children’s reading mastery, although their implementation remains inconsistent. In conclusion, this study emphasises the need for a more holistic and integrated approach to early childhood Qur’anic reading instruction, involving collaboration between educational institutions and families, alongside pedagogical support that is appropriate to children’s developmental stages.

KEYWORDS: Qur’anic Reading, Early Childhood Education, Reading Mastery, Home Learning, Systematic Review