Teaching Strategies for Qur’anic Memorization (Tahfidz Al-Qur’an) to Improve The Quality of Students’ Memorization at Darul Hijrah Timampu Islamic Boarding School

Muh. Risal; Muhaemin Muhaemin; Fikih Nurul Latifah; Bustanul Iman RN

doi:10.69875/djosse.v3i3.631

Authors

Muh. Risal Universitas Islam Negeri Palopo
Muhaemin Muhaemin Universitas Islam Negeri Palopo
Fikih Nurul Latifah Universitas Islam Negeri Palopo
Bustanul Iman RN Universitas Islam Negeri Palopo

DOI:

https://doi.org/10.69875/djosse.v3i3.631

Keywords:

Qur’an Memorization, Teaching Strategies, Memorization Quality, Muraja’ah, Islamic Boarding School

Abstract

The implementation of Qur’an memorization (tahfidz Al-Qur’an) programs in Islamic boarding schools faces challenges in maintaining students’ memorization quality, particularly regarding the consistency of Muraja’ah (memorization revision), motivation, and supervision of independent memorization. This study aims to analyze Qur’an memorization teaching strategies, students’ memorization quality, and the supporting and inhibiting factors in their implementation at Darul Hijrah Timampu Islamic Boarding School, East Luwu Regency, Indonesia. This study employed a descriptive qualitative approach, with data collected through observations, interviews, and documentation involving tahfidz instructors, students, and boarding school administrators. Data were analyzed through data reduction, data display, and conclusion drawing, while data trustworthiness was assessed through source triangulation. The findings revealed three main teaching strategies: continuous Muraja’ah, restricting the addition of new memorization until previously memorized passages had been mastered, and implementing rewards and punishments. Students’ memorization quality was generally assessed as good based on fluency, pronunciation accuracy, adherence to tajwid rules, tartil (measured and proper recitation), and the ability to recite memorized passages during tasmi’ (oral memorization assessment). Supporting factors included students’ memorization abilities and motivation, whereas inhibiting factors comprised memorization fatigue and limited supervision of independent memorization. This study indicates that maintaining memorization quality requires an integrated approach involving structured repetition, mastery of previously memorized passages, ongoing evaluation, and guidance that considers individual student abilities. These findings may inform Islamic boarding school administrators in developing more systematic and sustainable Qur’an memorization programs

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