Pedagogical Reconstruction of the A-Biqu Method: A Multimodal Approach to Qur’an Memorization for Deaf Learners
DOI:
https://doi.org/10.21580/rjtpd.v4i02.33716Abstract
This study examines the application and pedagogical reconstruction of the A-Biqu method in Qur’an memorization learning for deaf students at Irhamny Robby Islamic Boarding School. It addresses the limited accessibility of auditory-phonological approaches in conventional tahfiz instruction. Employing a qualitative case-study design, this research was conducted at Irhamny Robby Qur’an Memorization Pesantren for Deaf Students in Jepara Regency, Indonesia. Data were collected through classroom observations, in-depth interviews with teachers and students, and document analysis, followed by data condensation, thematic categorization, and source and technique triangulation. The findings reveal that A-Biqu is not merely implemented as an articulation exercise but is recontextualized as a visual, multimodal, and adaptive tahfiz pedagogy. Teachers combine lip movements, speech-organ demonstrations, airflow cues, sign language, Arabic texts, facial expressions, bodily gestures, repetition, and individualized feedback to diagnose articulation difficulties and reinforce memorization. Face-to-face instruction also enables differentiated learning based on students’ linguistic experience, hearing level, articulation ability, and progress in memorization. This study advances current scholarship by positioning A-Biqu as a diagnostic, corrective, and reinforcement tool integrated with signed Hijaiyah, visual media, individualized assessment, and teacher training rather than as a replacement for sign language.
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