Teachers’ Pedagogical Strategies for Enhancing Students’ Motivation: Learning Qur’an through Calligraphy Collage Art

Abstract

This study examines teachers’ efforts to enhance students’ motivation in learning the Qur’an through the integration of collage calligraphy art at Musholla Al-Hikmah Curah Rejo Jember. The research responds to the challenge of limited student engagement in conventional Qur’anic instruction, which often emphasizes repetitive recitation and writing. To create a more engaging learning environment, teachers incorporated collage-based Arabic calligraphy using recycled materials as an instructional medium. This study employed a qualitative case study design. Data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation analysis of learning records and student artwork. The data were analyzed using an interactive qualitative model involving data reduction, data display, and conclusion drawing, supported by triangulation to ensure credibility. The findings indicate that collage calligraphy effectively enhanced students’ motivation across cognitive, affective, and behavioral dimensions. The strategy combined direct reading–writing practice, creative artistic engagement, structured assignments, positive reinforcement, and continuous evaluation. Students demonstrated increased attendance, greater persistence in completing tasks, improved reading accuracy, and higher memorization consistency. The artistic approach stimulated intrinsic motivation through creativity and aesthetic satisfaction, while recognition and feedback strengthened extrinsic motivation. The study concludes that collage calligraphy represents an effective pedagogical innovation in non-formal Qur’anic education, highlighting the importance of teacher creativity and contextual adaptation in fostering meaningful and sustainable learning motivation.