Weaving the Spiral of Knowledge: Implementing Bruner's Framework in Traditional Qur'anic Learning for Young Learners in Al Hikmah gedanganak East Ungaran

Abstract

This study aims to analyze the principles of Jerome Bruner's spiral curriculum in the Qur'an teaching and learning process and examine its role in developing the cognitive and reading ability of the Qur'an in children. The method used is a qualitative approach with a type of phenomenology. with data collection techniques through field observations, in-depth interviews, and documentation taken at TPQ Al-Hikmah Gedanganak.

The main findings show that the implementation of the spiral curriculum is realized through the preparation of systematic, repetitive, and tiered materials, ranging from basic letter recognition to joint reading. This approach has proven to be effective in answering learning problems in traditional Qur'an institutions that have focused on memorization and technical fluency without a repetition strategy that supports children's cognitive development. With a spiral pattern, material is introduced simply and then repeated again in an increased level of complexity so that the learning process does not stop at mechanical ability, but progresses towards conceptual understanding and internalization of values. These findings are in line with Bruner's three stages of enactive, iconic, and symbolic representations that help students build meaning through the interplay between concrete, visual, and symbolic experiences of reading. In addition, scaffolding support from teachers and interaction between students contribute greatly to increasing motivation, independence, and the effectiveness of gradual learning. This research ultimately confirms that the spiral curriculum is a pedagogical approach that is able to improve traditional learning practices and support the formation of a generation of Qur'anis who understand, appreciate, and are able to practice the values of revelation in a sustainable manner.