The Innovation of Gabriel Method in Improving Al-Qur'an Memorization of Islamic Elementary School Students

Memorizing the Qur'an 30 juz is not an easy thing for SD/MI students who sometimes cannot read the Qur’an smoothly. One method that can be used by students in memorizing the Qur'an is the Gabriel method. This study aims to describe the application of the Gabriel method in improving memorization of Al-Qur'an for SD/MI students at the Al-Hasyimiyah Qur'anic Education Institution of Nurul Jadid Islamic Boarding School Paiton Probolinggo. Data collection techniques used in this study were in-depth interviews and observations. Meanwhile, the research data were analyzed using descriptive analysis. The results of the study show that 1) Al Qur'an learning activities are carried out every night after dawn prayer in congregation and Maghrib prayer in congregation; 2) the highest achievement of memorizing is 1 to 2 letters, while the lowest is 5 to 7 verses; 3) the obstacles faced in applying Gabriel method is the low ability of students to recall the Qur'an memorization has been achieved; 4) current teachers are only able to make verse movements only in the letter Al-Mulk, the rest, are in the process of being made. However, the application of the Gabriel method is proven to be able to improve the memorization of the Al Qur’an of SD/ MI students. Keyword: gabriel's method, memorizing Al-Qur'an, SD/MI students. Abstrak Menghafal Al-Qur’an 30 juz bukanlah hal yang mudah bagi peserta didik SD/MI yang kadang belum dapat membaca Al-Quran dengan lancar. Salah satu metode yang dapat digunakan peserta didik dalam menghafal Al Qur’an adalah metode jibril. Penelitian ini bertujuan untuk mendeskripsikan penerapan metode jibril dalam meningkatkan hafalan Al-Qur’an peserta didik MI/SD di Lembaga Pendidikan Qur’an Al-Hasyimiyah Pondok Pesantren Nurul Jadid Paiton Probolinggo. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara mendalam dan observasi. Sementara itu, data hasil penelitian dianalisis menggunakan analisis Kanzul Athiyah & Syaiful Islam, The Innovation of Gabriel Method... 78 Al Ibtida: Jurnal Pendidikan Guru MI, Vol. 6 No.1, June 2019 deskriptif. Hasil penelitian menunjukkan bahwa 1) Kegiatan pembelajaran al Qur’an dilakukan setiap malam seusai sholat subuh berjamaah dan sholat Maghrib berjamaah; 2) pencapaian hafalan peserta didik paling tinggi adalah 1 surat sampai dengan 2 surat, sedangkan paling rendah adalah 5 sampai 7 ayat; 3) kendala yang dihadapi dalam penerapan metode jibril ini adalah rendahnya kemampuan peserta didik dalam mengingat kembali hafalan Al Qur’an yang telah dicapai; 4) para guru pendamping saat ini hanya mampu membuat gerakan ayat hanya pada surat Al-Mulk saja, selebihnya sedang dalam proses pembuatan. Namun demikian, penerapan metode jibril terbukti mampu meningkatkan hafalan Al Qur’an peserta didik SD/MI. Kata kunci: metode jibril, hafalan Al-Qur’an, peserta didik SD/MI.


INTRODUCTION
Education is the interaction between teachers and students in helping to master the goals of education (Kartiani, 2015). In improving the quality of education, teachers become the spearhead for students. Students directly interact with the teacher in the learning activity.
Teacher acts to deliver the material for learning or becomes an informant for students. Therefore, it is very important to improve the quality of learning , especially in terms of teacher creativity.
Not only in terms of teacher creativity but also in terms of teacher professionalism which is also very necessary. Because the future of students depend on how the teacher teach as a driver in education. The teacher is also expected to be able to recognize who his students are. Recognition of students is important because of their unique (Martani, 2012).
Learning is basically an effort to direct students into the learning process so that they can obtain learning goals as expected (Jannah, 2018). The effectiveness of the learning process can be seen from the learning methods that the teacher uses. In the learning process teacher also involved by participants in using learning methods to specialize the activity and create a good environment (Majid, 2012). Teaching methods can be interpreted as a way to connect educators and students in the teaching and learning process. It can be said that the method implies the objectives planned in a planned and systematic work sequence. The effectiveness of method as a means of achieving learning objectives depends on the good method used (Mundiri & Zahra, 2017). Therefore the method is the most important component to regulate the running of a learning. So, the teacher who will carry out the learning process must prepare the method first and its aim. It can be said that the learning runseffectively, not saturating and not in vain. Thus the learning method is a tool for creating good teaching and learning activities.
The Qur'an is the masdar word form of Qa-ra-a yaq-rau Qur'an (Drajat, 2017). Al quran is a revelation revealed to the Prophet Muhammad. Mutawatir (gradually) through the Gabriel for guiding humans to remain in the straight path, namely Islam. Studying, understanding, and practicing the Qur'an in aspects of daily life is mandatory for every Muslim (Herdiansyah & Afrianto, 2013). The Qur'an is a holy book that is preserved authenticity. Allah S.W.T has guaranteed its preservation, and does not impose it on anyone. Unlike other holy books, which are only maintained by the people who receive them (Al Maududi, Mujahidin, & Hafidhuddin, 2014).
In Islam, the command to read the Qur'an is the responsibility of all Muslims (Ramli & Hamzah, 2017). The purpose of reading Qur'an for children is none other than the preparation of them to be a Qur'anic Muslims generation, namely the generation who love and reading the Qur'an, and place it as their daily views (Sa'diah, 2013). By getting children accustomed to recognizing and reading the Qur'an at an early age, then they have grown up, they will feel bored when they leave Al-Qur'an even if only within a day. Luckily someone when they are close to the Qur'an. It is full of blessings, besides reading it gets peace of mind, studying the Qur'an is not even just learning about vocabulary, and the selection of editors only, but the contents are expressed, implied even to on the impression contained therein. The Qur'an is like a gem that emits light that varies according to each viewpoint.
Some of the activity in studying Al Quran, Muslims learn, recite correctly according to tajwid, interpret, and memorize the Quran (Akbar, 2013). People who keep the Qur'an by memorizing, understanding, even practicing the contents include lucky people. People who memorize the Quran are fortunate, and their parents will be blessed with a crown that shines brighter than the sun.
Memorizing 30 juz ofAl-Qur'an is not an easy, especially for students at the elementary / MI level. Sometimes they cannot read the Quran smoothly. Atabik (2014)  Tahfidzh quarantine for one day can be an alternative to increase and accelerate their memorization quantity.
In order to speed up the memorization process, educators need to apply methods that can facilitate students to memorize the Qur'an. In this sophisticated era, several methods have been found. It can be used to memorize the Qur'an become easier. Abdulrab Nawabuddin argues that the etomological meaning of memorizing Qur'an is different from memorizing the others. This difference is due to two reasons. First, memorizing the Qur'an is memorized perfectly throughout it, so that people who memorize half or a third of the Qur'an have not been said to be haafidz (people who memorize the Qur'an). secondly, memorizing the Qur'an must be continuous and always keep the memorized so as not to forget. Abdulrab was very careful in giving the title Haafidz. because, a Hafidz and Haafidzah, must fulfill several conditions, namely: 1. A hafidz must memorize the Qur'an as a whole (30 juz) so that someone is not said to be a hafidz if only memorized a part, or one third.
2. Someone is said to be hafidz if he can keep his memorization from forgetfulness (Fachrudin, 2017).
One method of memorizing Al-Qur'an that has been widely used is the Gabriel method.
Gabriel method began when the Prophet Muhammad received the first revelation from Allah SWT through the angel Gabriel. which at that time the angel Gabriel read the first verse that came down to the Prophet Muhammad and asked to imitate the verse that the angel Gabriel read.
Even though the Prophet could not imitate, the angel Gabriel still forced the Prophet to imitate it to be repeated three times. At the time of the Prophet and the Companions of the Gabriel method had already been used. The friends imitated and memorized outside the head of each revelation in the form of the verses of the Qur'an which were read by the Prophet Muhammad (Imtihana, 2016).
The first originator of the Gabriel method was the Qur'anic Education institution at Singosari Malang under the guidance of KH.M. Bashori Alwi. As the originator of Gabriel method, KH. M. Bashori Alwi said that the fundamental technique of Gabriel method starts from reading one verse or waqaf, and then imitated by all students. The teacher reads one to two times that are imitated by all students, until the teacher continues the verse then and imitated by all students, and so on until the reading of students is exactly the same as the teacher (Khozim, 2010). then the students imitate the reading,and so on. Gabriel method is a teacher center method, because of the dominant role of the teacher in teaching and learning process. This activity must be carried out continuously so that the memorization owned is not easily forgotten. This study aims to describe the application of Gabriel method in improving memorization of Al-Qur'an for Islamic elementary students at the Al-Hasyimiyah Qur'anic Education Institution of Nurul Jadid Islamic Boarding School Paiton Probolinggo.

METHODS
This study uses qualitative descriptive research, where place the researcher as the main instrument. In qualitative research, humans are the main research instrument and there is no other choice. The researcher is the only tool that can achieve everything. All the needsdevelope in a situation that is completely uncertain and unclear throughout the study. The research was conducted at Al-Hasyimiyah Qur'anic Education Institution Nurul Jadid Islamic Boarding School Paiton Probolinggo.
The instrument of this study was through two stages, namely interviews and observations. Interviews were conducted to find out somethings that happened in memorizing Al-Qur'an by applying the Gabriel method. In addition, the researchers also wanted to know how many elementary school/ Islamic elementary school students resided in the institution, and what the achievement targets must be achieved by the students. In addition to interviews, researchers also conducted observations to prove the results of interviews.in order to avoid confusion between interviews with coaches and some students. From these observations, researchers canfind out how their daily lives. The subject of the study was the coach of Tahfidz / teacher and students of the elementary school/ Islamic elementary school level in Al-Hasyimiyah Qur'anic Educational Institution, Nurul Jadid Islamic Boarding School.

Innovation of the Gabriel method in increasing memorization of the Qur'an
The following is an illustration of the recitation of Surah Al-Mulk and its movements Fifth, Read the verses that have been given by the teacher together according to the movements exemplified by the teacher repeatedly until memorized. Sixth, students advance one by one to practice the movements as exemplified by the teacher. For students who are correct in all movements and verses, a prize will be given. Seventh, after learning is over, all students and the teacher reads the prayer of the Khatmil Qur'an and the regular qoshidah that is read after reading the prayer of khotmil.
Eighth, Then closed with the final prayer meeting.
Ninth, the last stage is the teacher closes the learning with greetings. Followed by students shaking hands on the coach.
In Al-quran learning requires a method that must be used by educators so that the learning objectives can be said to be successful. In the program of the Al-Hasyimyah Qur'anic Educational Institution,Nurul jadid, especially elementary / MI level students, can be said to be successful in accordance with (interview with the MINF idz advisorUstadzah Faiqotul Hasanah on 7 December 2018). Al-Qur'an memorization learning process is more than the Gabriel method, although memorizing the verses of the Qur'an is accompanied by movements in each sentence in the verse that is recited.
The punishment of hell is burning According to Imtihana (2016) in his research entitled Impementasi Metode jibril dalam pelaksanaan hafalan Qur'an di SD islam terpadu Ar-Ridho Palembang (The Implementation of Gabriel Method in memorizing the Qur'an in integrated Islamic elementary school Ar-Ridho Palembang) said that there are two stages in the Gabriel method namely tahqiq and tartil.
1. The tahqiq stage is slow and basic Al-Qur'an learning. This stage begins with the introduction of surah and sounds, to words and sentences. This stage deepens the articulation (pronunciation) of a surah correctly in accordance with makhraj and the character of surahs.
2. The tartil stage is learning to read Al-Qur'an with a moderate duration and even fast in accordance with the rhythm of the song. This stage begins with the introduction of a verse or several verses read by the teacher, then imitated by the students repeatedly. Besides the deepening of articulation (pronunciation), in the tartil stage also introduced the practices of tajwid such as: mad reading, waqaf, and ibtida ', the law of Nun, Mim, tanwinand so on.
According to Iswandi (2018)  can improve memorization of mastery, as seen from the increasing quantity and quality of student memorization. Increased fluency of students' memorization of memorizing the Al-Qur'an is seen from the increase in scores on each test. cycle I and cycle II.

The Achievement Target of Memorization
According to Atabik (2014)  Tahfidz quarantine 1 day can be an alternative to what potential memorizers can follow to increase and accelerate their memorization quantity. In addition, with a day of gathering with teachers and friends, they can improve participants' social intelligence, because there is a long time between them to interact with each other.
In facilitating memorization of the, students must have strong motivation beside the right method. The desire to memorize the Qur'an does not just come to someone, sometimes the motivation comes from close friends who have memorized the Qur'an first, sometimes also comes from the holding of competitions, or competitions that are held and there arerewards to participate in it. Allah will provide convenience and help for memorizers (Akbar & Hidayatullah, 2016). Today the word memorizationis no longer a strange thing to hear. Some competitions,events that have been held in order to hone their potential. Memorizing the Qur'an is a blessing for Muslims to understand and remember the contents of it. glorifying the memorizers is one of the safeguards of Allah SWT towards the Qur'an (Mundiri & Zahra, 2017).

CONCLUSION
From the results has been described above, it can be concluded that Gabriel method can improve Madrasah Ibtidaiyah students memorization of Quran. It can be seen from the highest achievement of students memorizing is 1 to 2 Surah, while the lowest is 5 to 7 verses and their movements. This difference occurs because of different levels of seriousness which is owned by the learners. The constraints faced in learning activities is its low memory / memories to recall students memorization have achieved and the lack of time for murojaah or repeating it.
However, the application of Gabriel method in memorizing the Qur'an is highly recommended, so that the students easier to memorize the Qur'an