Tahfizh Bukan Faqih: Pembedaan Kompetensi Guru Tahfizh dan Guru PAI dalam Pendidikan Islam di Sekolah Dasar

Abstract

The placement of Tahfizh (Quranic memorization) teachers and Islamic Religious Education (PAI) teachers within the same Islamic elementary school environment is becoming increasingly common; however, the division of their respective competencies remains unclear. National regulations—such as Permendiknas No. 16 of 2007 and Permendikdasmen No. 11 of 2025—have not explicitly defined the differences in competency standards, creating a need for a conceptual framework that clarifies the professional distinctions between these two roles. This study employs a conceptual-comparative approach through a systematic literature review of thirteen journal articles published between 2011 and 2025, national education regulations, and classical Islamic texts. These materials were analyzed using content analysis, thematic categorization, and conceptual comparison from the perspective of Islamic educational epistemology. The findings indicate that the distinction between Tahfizh teachers and PAI teachers is epistemological rather than merely administrative: Tahfizh teachers operate within the realm of riwayah (narration/transmission), requiring mastery of sanad (chain of transmission), tajwid (rules of recitation), and talaqqi (direct oral instruction) in the transmission of divine revelation; conversely, PAI teachers operate within the realm of dirayah (comprehension/understanding), emphasizing the understanding, interpretation, and internalization of Islamic values through discursive and fiqh-based (jurisprudential) approaches. Based on these findings, this article proposes a four-dimensional matrix as a conceptual contribution for Islamic elementary school administrators and education policymakers.