Teacher Communication in Al-Qur'an Learning through the Online Talaqqi Method: Efforts to Maintain Makhraj Accuracy and Sanad Continuity.

Abstract

The shift in Quranic instruction from face-to-face settings to virtual spaces presents unique challenges in maintaining the precise articulation of Arabic letters makhraj and the continuity of the chain of scholarly transmission sanad, as the traditional talaqqi method relies heavily on direct interaction between teacher and student. This study aims to understand how teachers establish instructional communication during online talaqqi sessions, how examples are provided and recitations corrected, and how the continuity of the sanad is preserved despite the limitations of digital media. Employing a qualitative approach with a case study design, data were collected through in-depth interviews, observations of online talaqqi sessions, and documentation, then analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings indicate that teacher-student communication unfolds in an interactive cycle—consisting of the teacher providing an example, the student imitating it, the teacher listening, offering corrections, and the student repeating the recitation—where the quality of both verbal and visual communication (including the use of a camera to observe mouth articulation) is crucial to the effectiveness of makhraj correction. Furthermore, the continuity of the sanad can be maintained in a digital environment, provided it is supported by the teacher’s scholarly authority, a clear chain of transmission, and a rigorous process of tashih (validation of recitation). This study asserts that the digitalization of Quranic instruction should be viewed as an adaptation of the medium rather than a replacement for the talaqqi tradition; therefore, its implementation requires teachers to possess both pedagogical and digital competencies, alongside a structured system for evaluation and sanad validation