A Comparison of the Ummi and Baligho Al-Qur'an Learning Methods in Improving Students Al-Qur'an Recitation Skills (Tahsin)

Abstract

The ability to read the Qur'an fluently (tartil) and in accordance with tajwid rules is a fundamental competency required of students in Islamic educational institutions, making tahsin programs a strategic part of the religious curriculum. Various Qur'anic learning methods have been developed in Indonesia, including the UMMI Method and the Baligho Method, each with its own philosophy, teaching materials, and coaching system. This article comparatively examines the basic concepts, similarities, differences, advantages, and implementation challenges of both methods through a library research approach using a descriptive-comparative method and content analysis technique. The findings show that both methods share the same goal of guiding students toward tartil reading ability, with similarities in gradual learning principles, emphasis on correct articulation points (makharijul huruf), and mandatory teacher training. The fundamental difference lies in the quality assurance system: the UMMI Method applies ten standardized quality pillars nationally through the Ummi Foundation, while the Baligho Method offers greater flexibility for implementing institutions to adapt instruction to student characteristics. The implication is that institutions should select a method based on teacher readiness, quality-standardization orientation, and student characteristics. Further experimental or field-based research is recommended to empirically test the effectiveness of both methods in broader contexts.