Purpose: This paper addresses efforts to accelerate the eradication of Qur’anic illiteracy in Indonesia. Recent studies (2018–2023) indicate that a significant number of Muslims still experience difficulties in reading the Qur’an, particularly in recognizing and pronouncing Arabic script, although the percentage has shown gradual decline. The study aims to present and evaluate various methods for learning Qur’anic script, ranging from classical to contemporary approaches. Research Methodology: The research employs a qualitative descriptive approach through a library study. Data were collected and analyzed from scholarly works, educational materials, and expert writings that discuss different methods of teaching Qur’an reading skills. Results: The findings reveal several methods designed to accelerate the eradication of Qur’anic illiteracy. Among them, modern methods demonstrate higher levels of practicality, efficiency, and accessibility compared to purely classical approaches, making them more suitable for rapid learning among today’s Muslim communities. Conclusions: Effective eradication of Qur’anic illiteracy requires combining the strengths of both classical and modern teaching methods. Integrating practicality with cultural-religious values ensures broader acceptance and sustainability of literacy programs. Limitations: The study is limited to secondary data from existing literature and does not include field validation or empirical testing of the methods reviewed. Contribution: This paper contributes by offering a comparative overview of Qur’anic literacy methods and highlighting those most relevant for accelerating literacy programs in contemporary Muslim societies.

Purpose: This study aimed to examine the effect of supervision on teacher performance in the PAUD Kasih Bunda Playgroup in East Lampung. This study seeks to identify the extent to which supervision enhances teacher productivity and learning quality. Research methodology: A quantitative descriptive approach was applied with a total population sample of 21 teachers. Data were collected through questionnaires, interviews, observations, and document analysis. The validity and reliability of the instruments were tested using SPSS 21, and regression analysis was employed to measure the effect of supervision on teacher performance. Results: The findings revealed a strong correlation (r = 0.732) between supervision and teacher performance, with a determination coefficient (R²) of 53.6%. Regression analysis indicated that supervision significantly affected teacher performance, with every one-point increase in supervision associated with a 0.505-point improvement in teacher performance. Conclusions: Effective supervision positively influences teacher performance, highlighting its importance in improving the planning, implementation, and evaluation of learning. Regular supervisory visits, constructive feedback, and collaborative guidance can enhance the quality of teaching and foster better student outcomes. Limitations: This study focused on only one institution with a relatively small sample size, limiting the generalizability of the findings. It also does not account for other influencing factors, such as work motivation, leadership, or organizational culture. Contribution: This study provides empirical evidence of the critical role of supervision in strengthening teacher performance in early childhood education. This study contributes to the literature on educational management and offers practical insights for school leaders, supervisors, and policymakers to enhance teacher quality through structured supervision.