An Integrated Model of Excellence in Qiraat Learning among Outstanding Students in Malaysian Tahfiz Institutions: A Qualitative Study

Abstract

Excellence in Qiraat learning is a fundamental indicator in producing competent Tahfiz graduates capable of preserving the authenticity of Qur'anic transmission. Although previous studies have examined learning strategies, teaching approaches and factors influencing students' achievement in Qiraat, most have investigated these factors independently without proposing an empirical model that explains their interrelationships. Therefore, this study aims to identify the key components contributing to excellence in Qiraat learning and to develop a Integrated Model of Excellence in Qiraat Learning based on the experiences of outstanding students in Malaysian Tahfiz institutions. A qualitative case study approach was employed involving two Tahfiz institutions offering Qiraat programmes. Twenty participants comprising outstanding students, Qiraat teachers, institutional administrators and parents were purposively selected. Data were collected through semi-structured interviews and document analysis and analysed thematically using NVivo software. The findings identified six interrelated components that underpin excellence in Qiraat learning, namely learning strategies, teacher guidance, students' personal attributes, learning etiquette (adab), spiritual dimension and environmental support. The proposed model demonstrates that excellence in Qiraat learning extends beyond cognitive competence and emerges through the dynamic interaction of intellectual, affective, social and spiritual dimensions. The model is theoretically grounded in a synthesis of classical Islamic educational thought articulated by al-Qābisī, Ibn Jamā‘ah and al-Zarnūjī together with contemporary learning theories proposed by Vygotsky, Bruner and Zohar. The model integrates the classical Islamic educational thought of al-Qābisī, Ibn Jamā‘ah and al-Zarnūjī with Vygotsky’s social learning theory, Bruner’s constructivist theory, and Zohar’s approach to higher-order thinking. The study contributes to the advancement of Qiraat learning theory and provides an empirical basis for improving curriculum development and teacher professionalism in Tahfiz institutions.