Problems in Al-Qur’an Hadith Learning at Miftahul Hidayah Islamic Elementary School, Rantau Badauh, Barito Kuala

Abstract

This study aims to analyze the problems encountered in Al-Qur’an Hadith learning at Miftahul Hidayah Islamic Elementary School, Rantau Badauh, Barito Kuala, and to identify the factors influencing those problems. The study employed field research with a descriptive qualitative approach. Data were collected through classroom observation, interviews with the Al-Qur’an Hadith teacher, the principal, and Grade V students, as well as documentation, and were analyzed descriptively through data reduction, data display, and inductive interpretation. The findings indicate that learning has been supported by planning, teaching materials, varied instructional methods, and continuous assessment, but several problems remain, particularly students’ unequal Qur’anic reading abilities, limited motivation, difficulties memorizing verses and hadiths, differences in learning capacity, and limited instructional time. Teacher qualifications, facilities, and family environments generally function as supporting factors, although parental learning assistance is not always consistent. The novelty of this study lies in its identification of the interaction between instructional-time constraints, heterogeneous Qur’anic literacy, and memorization demands as a specific problem constellation in a rural madrasah context