The Challenges of Qur'an-Hadith Learning: Evidence from an Islamic Junior Secondary School in Deli Serdang

Abstract

Qur'an-Hadith learning in madrasahs still faces multiple constraints that hinder the optimal achievement of Islamic educational goals. While madrasahs are expected to nurture students who are religious, morally grounded, and competent in reading the Qur'an, empirical conditions often reveal persistent barriers related to teaching materials, curriculum design, instructional methods, student background, and school facilities. This study aims to portray the problematics of Qur'an-Hadith learning at MTs Amin Darussalam and to identify the factors that sustain these challenges. Using a qualitative case-study design, data were collected through open and closed interviews with teachers, students, the principal, and parents, and were strengthened by observation and a review of relevant literature. Data were analysed through data condensation, data display, and conclusion drawing. The findings indicate that the main problems include students' difficulties in understanding tajwid, a curriculum that is not yet differentiated, limited instructional time, the dominance of lecture-based teaching, weak basic Qur'anic reading skills among some students, limited family support, and inadequate learning facilities. These findings confirm that the problematics of Qur'an-Hadith learning are multidimensional and require coordinated responses from schools, teachers, parents, and policy makers.