Model evaluasi pembelajaran tahfidzul Quran berbasis Coin Pro2: studi komparasi pembelajaran tahfidz di Turki, Malaysia dan Indonesia

Various obstacles in the learning process of tahfidzul qur'an require Coin Pro2 evaluation models to improve the quality of tahfidz learning that develops in Turkey, Malaysia and Indonesia, as well as solutions in its implementation. Tahfidz learning models in Turkey include ten times khatam (for pre-tahfidz), Chi (new memorizer), Zor Pismis, Kolay Pismis, Tikrar, Tikrar Hepsi Seyfa, and Has. In contrast to tahfidz learning in Malaysia including Sabak, The Sabak, Ammokhtar and Halaqah Dauri. While in Indonesia, there are tahfidz learning methods with deposits, murajaah, and sima'an. The Coin Pro2 (Contex, Input, Process, and Product) has several components. In context evaluation, school policy support, starting from the student's minimum memorization target, time allocation and the Tahfidz assessment system are integrated with the school curriculum. In the Input, the availability of the Tahfidz eacher and his competence, the students' initial ability in reading the Qur'an, the design and planning of the Tahfidz learning, a special Mushaf for memorizing, the assessment module and recording of student rote memorization development, and representative class/space. In the evaluation of the process, students add new memorization, deposit it, take it easy and listen to each other's memorization. Finally, product evaluation, including the ability of students to read memorization well and smoothly in accordance with predetermined achievement targets.