The Implementation of Entertainment Elements Through the J-Zikr Module in the State of Johor

Iqra' reading is a fundamental education that students need to master before mastering the Quran. However, there are still students, especially in grade 6, who are left behind in mastering Iqra' reading and have not yet familiarized themselves with the Arabic alphabet. This article aims to examine the effectiveness of implementing entertainment-based teaching in the J-Zikr Module to improve the reading ability of grade 6 students in Iqra' 1, 2, and 3, as well as the strategies implemented by teachers to address the issue of students lagging behind in Quran reading. The research design is qualitative, conducted through interview methods with two main trainers of the J-Zikr program in the state of Johor, document analysis, and observation. The study findings, through document analysis of 83 students participating in the J-Zikr program, show positive achievements, with 36% of students reaching the Gold Module level, 26% reaching the Silver Module level, 37% at the Bronze Module level, and only 1% showing no improvement. The findings of this study focus on the effectiveness of the J-Zikr module as well as the planning and strategies of the main trainers in Johor state to address the issue of students lagging behind. The students' achievements through the program indicate that the J-Zikr Module is highly suitable for assisting students lagging behind in Quran reading. However, the J-Zikr Module needs to be improved by adding more entertainment-based elements and disseminating it widely for the benefit of many.