Principles and Strategies in the Study of Qur’anic Sanad Learning at Markaz Fallah, Hadhramaut, Yaman : A Phenomenological Approach.
DOI:
https://doi.org/10.51468/jpi.v8i2.1446Keywords:
Sanad al-Qur’an, Phenomenological Study, Qur’anic Learning Strategies, Islamic EducationAbstract
This study examines the principles and strategies of sanad Al-Qur’an learning implemented at Markaz Fallah, Hadhramaut, Yaman, through a phenomenological research approach. The purpose of this study is to explore and understand the lived experiences of students in the process of learning sanad Al-Qur’an, as well as to identify the fundamental principles and instructional strategies applied in maintaining the authenticity and continuity of Qur’anic transmission. This research employed a qualitative phenomenological methodology. Data were collected through in-depth interviews, participant observation, and documentation involving 30 students who actively participated in the sanad Al-Qur’an learning program. The data were analyzed using phenomenological reduction, meaning categorization, and thematic interpretation to reveal the essence of students’ experiences in the learning process. The findings reveal that the learning of sanad Al-Qur’an at Markaz Fallah is based on core principles such as talaqqi, musyafahah, continuity of transmission (ittisal al-sanad), and ethical discipline (adab) in teacher–student interactions. The results indicate that 86.7% of students demonstrated a strong understanding of the importance of sanad authenticity, 83.3% showed increased discipline and consistency in Qur’anic memorization, 80.0% experienced improved accuracy in Qur’anic recitation (tahsin), and 76.7% reported enhanced spiritual connection with their teachers. These findings suggest that the applied strategies—particularly direct recitation, individual supervision, and gradual validation of sanad—effectively support both academic and spiritual dimensions of Qur’anic learning. In conclusion, sanad-based Al-Qur’an learning at Markaz Fallah represents a comprehensive educational model that integrates pedagogical rigor, epistemological authenticity, and spiritual formation, making it a relevant reference for Islamic educational institutions
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