Haflah Tilawatil Qur'an as Authentic Assessment for Strengthening Qur'anic Literacy in Primary School
DOI:
https://doi.org/10.32332/tarbawiyah.v10i2.14838Keywords:
Authentic Assessment, Haflah Tilawatil Qur'an, Primary School, Qur'anic Literacy, School CultureAbstract
Qur'anic literacy is a basic competence for Muslim primary students, but studies on its improvement often focus on classroom methods and give less attention to school programs that connect practice, assessment, feedback, and family support. This study examines how the Haflah Tilawatil Qur'an program functions as an authentic assessment cycle for strengthening Qur'anic literacy at SD Lazuardi Tursina Banyuwangi. It uses a qualitative embedded single-case study conducted from January to March 2026, involving a principal, three tahsin and tilawah teachers, sixteen students, and eight parents. Data were collected through semi-structured interviews, passive participant observation, and document analysis. The findings show that haflah works through ability mapping, differentiated coaching, public recitation, and post-event evaluation. Concrete changes appeared in students' learning behavior and rubric records: requests for additional listening sessions increased from seven to twenty-nine students after the public performance date was announced, and descriptive rubric records for forty-two students showed gains across all five assessment aspects, with fluency showing the largest gain (+0.82), followed by makhraj (+0.79), tajwid (+0.78), faṣāḥah (+0.75), and recitation manners (+0.72). The study contributes to authentic assessment scholarship by showing how recitation performance, corrective feedback, motivation, confidence, adab, and family involvement operate within one religious learning cycle. It also cautions that haflah may reproduce unequal support unless schools provide compensatory coaching for students with limited home assistance.
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