Implementation of the Al-Miftah Lil 'Ulum Method in Learning the Yellow Book at the Flagship School of Al-Muhajirin Muara Wahau

Reading unvowelled Arabic texts requires learners to connect grammatical rules, pronunciation, and meaning. At the primary school level, implementing Al-Miftah Lil ‘Ulum therefore involves adjusting instruction to learners’ readiness rather than transferring a programme unchanged. This study examines planning, teaching and assessment, and the supporting conditions and barriers at MI Unggulan Al-Muhajirin Muara Wahau. A qualitative case study was conducted from February to April 2026 using observation, semi-structured interviews, and documentation. The documented interview sources comprise a principal, two teachers recorded in a joint appendix entry, and one fifth-grade student. Data were condensed, displayed, and interpreted through iterative verification and comparison across sources and techniques. The findings identify a connected implementation pattern: Quran-reading readiness informs entry and grouping; songs, visual modules, explanations, and guided Fathul Qorib practice support learning; and individually timed module examinations regulate progression. Enjoyment and perceived ease of memorisation coexist with difficulty understanding words and sentences. Teacher development and institutional resources support implementation, whereas differences in readiness, learning pace, and children’s mood require responsive assistance. The study contributes a contextual explanation of the relationship between readiness, instructional support, and mastery-based progression. It recommends explicit assessment criteria and records of feedback and assistance. The findings describe implementation and participants’ experiences rather than establish causal effectiveness or quantified learning gains.