Efektifitas Pembelajaran Dasar Keagamaan Melalui Metode Tadoman Bagi Anak-Anak Pengajian
DOI:
https://doi.org/10.47065/jpm.v7i2.3633Abstract
Delivering basic religious education to children is fundamental for them to understand their religion. The delivery should be interesting and easy for children to understand, so a fun method for children is needed. This community service aims to test the effectiveness of the Tadoman method in guiding basic religious education, specifically the Pillars of Islam and the Pillars of Faith, for children attending lessons at Masjid At-Taqwa in Dusun Cisangge. Children have difficulty remembering the pillars of faith and Islam using reading methods, so this community service was conducted by choosing the Tadom method. The community service uses a qualitative approach with seven children as the subjects, collecting data through participatory observation, in-depth interviews, and documentation. The results of the community service show that the Tadoman method significantly improves children's ability to memorize, recall the order, and understand the meaning of the Pillars of Islam and the Pillars of iman, Before the intervention, most children had difficulties; out of a sample of 7, only 13% knew the order of the pillars of faith and the pillars of Islam. However, after implementing Tadoman, they showed a clear improvement in understanding, supported by positive responses, enthusiasm, and active participation in the learning sessions. An increase of 89% of children now know the order of the pillars of faith and Islam, and 11% already knew the pillars of faith and Islam but had trouble sequencing them. This difficulty occurred because the Tadoman method facilitates active, interactive, and repetitive learning, creating a fun learning atmosphere while fostering motivation and interest in learning. The role of the facilitator is also crucial in delivering the material personally and according to the child's cognitive level. This study expands the theory of active and interactive learning by positioning the Tadoman method as an effective mechanism for internalizing Religious values activities in the context of non-formal rural education. This mentoring program is recommended to be replicated to improve the quality of basic religious education for children in similar communities.
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