The Implementation of the Numbered Head Games Learning Method in Tajweed Lessons to Enhance Students' Understanding at TPQ Roudhotul Jannah, East Lampung

Abstract

Tajweed instruction at TPQ Roudhotul Jannah—located in Braja Luhur Village, Braja Selebah District, East Lampung Regency—has been dominated by conventional, teacher-centered methods that fail to actively engage students in the learning process. Consequently, some students struggle to understand and apply Tajweed rules when reciting the Qur'an. A pre-survey revealed that out of the 20 participating students, only 25% met the Minimum Mastery Criteria (KKM), with a class average score of 61.55. This study aims to enhance students' understanding of Tajweed material by implementing the Numbered Head Games learning method at TPQ Roudhotul Jannah. The study employs Classroom Action Research (CAR) based on the Kemmis and McTaggart model, comprising four stages: planning, action implementation, observation, and reflection. Twenty students served as the research subjects. Data were collected through observation, learning outcome tests, interviews, and documentation, then analyzed using quantitative and qualitative approaches to assess improvements in Tajweed understanding and student engagement during the learning process. The results indicate that the Numbered Head Games method successfully improved students' understanding of Tajweed material. The percentage of students achieving mastery rose from 25% in the pre-cycle stage to 70% in Cycle I, and further to 85% in Cycle II. The average student score also increased progressively: from 61.55 in the pre-cycle to 75.50 in Cycle I and 83.25 in Cycle II. Beyond improving learning outcomes, this method fostered student engagement, participation, and collaboration during learning activities. Thus, the Numbered Head Games method is a viable alternative learning strategy for effectively improving students' understanding of *tajwid* in non-formal Al-Qur'an educational institutions.