Sanad Waqf-Ibtida’ dalam Tradisi Pedagogi Al-Qur’an Pesantren Al-Manshur Popongan: Analisis Kritis Perspektif Living Qur’an dan Ḥaq Al-Tilawah

Abstract

This study aims to examine the implementation of waqf-ibtidā’ in the tradition of reading the Qur’an in Islamic boarding schools. In this case, the case study is at Al-Manshur Islamic Boarding School in Popongan, Klaten, as a pedagogical practice and a phenomenon of the living Qur’an. Previous studies on waqf-ibtidā’ predominantly adopt normative-theoretical approaches within tajwīd and qirā’āt frameworks, while living Qur’an research often emphasizes social reception without addressing technical recitation aspects. This research aims to bridge this gap by empirically analyzing waqf-ibtidā’ practices through the methodological perspective of Ḥaq al-Tilāwah by Ḥusni Shaykh Uthmān. Employing a qualitative design, the study combines field observation, sanad tracing, and textual analysis of recitation patterns in Juz 30. The findings reveal diverse forms of permissible and impermissible pauses which, although not always aligned with normative syntactic-semantic rules, function pedagogically to facilitate memorization, regulate rhythm, strengthen articulation, and reinforce sanad-based legitimacy through talaqqī. These results demonstrate that qirā’āt practices in pesantren operate through a negotiation between textual norms and educational needs. This study also contributes to the development of qirā’āt studies, living Qur’an scholarship, and tahfidz pedagogy by proposing an integrative and context-sensitive analytical model for understanding Qur’anic recitation traditions in Indonesia.

Keywords: Waqf-ibtidā’; qirā’āt; living Qur’an; Islamic boarding school (pesantren); tahfidz pedagogy.