The Effectiveness of the Repetitive Talqin Method in Recognizing Hijaiyah Letters for Children with Autism
English
DOI:
https://doi.org/10.51468/jpi.v8i2.1689Keywords:
Effectiveness, Talqin Method, Hijaiyah Letter Recognition, Autism Spectrum Disorder, Inclusive EducationAbstract
This study was motivated by the increasing prevalence of autism and the need for an Al-Qur'an learning method that is compatible with the learning characteristics of children with Autism Spectrum Disorder (ASD). The Talqin method was selected because it emphasizes repetition and direct modeling as its core instructional principles. This study aimed to examine the effectiveness of the Talqin method in improving the recognition of Hijaiyah letters among children with ASD at the An-Najwa Learning and Rehabilitation Center, Tegal, and to identify the supporting and inhibiting factors affecting its implementation. A mixed-methods approach with a convergent parallel design was employed. The research participants consisted of children with ASD, teachers/therapists, and the head of the foundation. Data were collected through observations, interviews, questionnaires, and documentation. Quantitative data were analyzed using descriptive statistics with JASP software, while qualitative data were analyzed using the Miles and Huberman model. The findings indicate that the Talqin method was highly effective, with a mean score of 27.73 for Variable X (Very Effective) and 24.13 for Variable Y (Very Good). The primary supporting factors included teacher competence, consistent instructional routines, parental support, and the flexibility of the method. The major inhibiting factors comprised the characteristics of autism, limited facilities, managerial challenges, and the social environment. This study also developed five practical implementation models: a standardized Talqin instructional procedure, learning environment modification, integrated teacher training, parent collaboration, and individualized evaluation. Accordingly, the alternative hypothesis (H₁) was accepted, while the null hypothesis (H₀) was rejected. The effectiveness of the Talqin method was further supported by a conducive learning ecosystem.
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