Teaching Gharaib Al-Qur’an in Islamic Religious Schools: A Comparative Analysis of MDTA Al-Quds and MDTA Raudhotul Muta’allimin

The study of Gharaib Al-Qur’an is highly important and offers significant benefits. This study examines the learning objectives, curriculum content, instructional stages, learning outcomes, and supporting and inhibiting factors. A qualitative method using a case study approach was employed. Data were collected through interviews, observations, and documentation, with validity established through triangulation. Data analysis followed the Miles, Huberman, and Saldana framework. The findings reveal that Gharaib instruction aims to reinforce and expand memorization, enhance comprehension and analytical abilities, and improve recitation quality. The curriculum incorporates materials from the Ummi Method and the Alfiyah book. Instruction is implemented through seven stages and five core activities. The outcomes include improved memorization, deeper understanding and proficiency in reading gharaib verses, enhanced analytical skills, and strengthened Quranic recitation. Supporting and inhibiting factors encompass institutional support, facilities, teacher competence, instructional methods, and quality assurance. These findings provide practical guidance for effective Gharaib Al-Qur’an instruction.