Socio-Pedagogical Synergy: Hybrid Collaboration Between Teachers and Parents in Enhancing Quranic Literacy at MIN 4 Tidore

Nurafni Baharuddin; Muhammad Wardah; Muhammad Ridha Assagaf

doi:10.33387/j.edu.v24i2.12580

Authors

Nurafni Baharuddin Institut Agama Islam Negeri (IAIN) Ternate
Muhammad Wardah Institut Agama Islam Negeri (IAIN) Ternate
Muhammad Ridha Assagaf Institut Agama Islam Negeri (IAIN) Ternate

DOI:

https://doi.org/10.33387/j.edu.v24i2.12580

Keywords:

Quranic Literacy, Teacher-Parent Collaboration, Hybrid Partnership, Dual Scaffolding, Islamic Elementary School

Abstract

Quranic literacy is a foundational competence in Islamic elementary education; however, limited instructional time in madrasahs and diverse home environments often produce uneven reading proficiency. This study examined the forms, integrative strategies, and facilitating and inhibiting factors of teacher–parent collaboration in addressing Quranic reading difficulties among upper-grade students at MIN 4 Tidore, North Maluku, Indonesia. A qualitative single case study was conducted in the 2025/2026 academic year, with preliminary observation in January 2026 and main data collection in May 2026. Data were collected through semi-structured interviews, passive participant observation, and document analysis involving 10 informants (one principal, five teachers, and four parents) and were analysed using Miles, Huberman, and Saldaña’s interactive model. The findings show that collaboration operated as a hybrid model combining a routine channel (the Daily Control Book) and situational channels (WhatsApp consultations, face-to-face meetings, and home visits), institutionalised through the GALATAMA programme and a Quranic-competency graduation decree. Joint strategies comprised daily munaqashah with recorded feedback, structured home repetition after Maghrib, method synchronisation, and “dual scaffolding”, in which teachers provided instructional support and parents provided affective and environmental support. The local Ba’da Maghrib recitation tradition and parents’ religious motivation facilitated collaboration, whereas parents’ limited time, low confidence in tajwid, and smartphone distraction constrained it. Teachers and parents perceived gains in students’ reading confidence, although these were not measured as learning outcomes. Madrasahs are recommended to formalise simple daily communication tools and to build parents’ tajwid capacity.

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Author Biographies

Nurafni Baharuddin, Institut Agama Islam Negeri (IAIN) Ternate

Program Pascarjana, FIP

Muhammad Wardah, Institut Agama Islam Negeri (IAIN) Ternate

Program Pascarjana, FIP

Muhammad Ridha Assagaf, Institut Agama Islam Negeri (IAIN) Ternate

Program Pascarjana, FIP

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