Five Teacher Strategies for Strengthening Qur’anic Memorization in Tahfiz Learning

Abstract

Tahfiz Al-Qur’an education in Islamic boarding schools faces challenges in maintaining the consistency of memorization and the quality of students’ recitation. The reconstruction of the tahfiz learning system becomes essential since structured repetition is the key to successful tahfiz learning. This study aims to explore how teachers’ strategies strengthen students’ memorization for the development of the tahfiz curriculum in Islamic educational institutions. The research employs a qualitative approach with a case study design, involving 76 informants consisting of one principal, six homeroom teachers with their assistants, and teachers directly engaged in tahfiz activities, along with observations of 66 students. Data were collected through observation, in-depth interviews, and documentation, then analyzed using thematic analysis assisted by NVivo 12 software to identify patterns and main themes. The findings reveal five strategic steps taken by teachers to reinforce students’ memorization: (i) improving the quality of Qur’anic recitation, (ii) enhancing self-discipline, (iii) establishing consistent memorization repetition schedules, (iv) conducting comprehensive weekly evaluations, and (v) providing a conducive learning environment. These findings can serve as a model for developing tahfiz programs in other Islamic educational institutions that require a structured and sustainable approach. Furthermore, the study contributes both academically and practically to strengthening the tahfiz curriculum as an integral part of contemporary Islamic education.