<![CDATA[Mastering the Quran offers great rewards and elevates one's standing in the afterlife, according to a hadith narrated by Ahmad. A person's position in the afterlife is determined by the number of verses memorized. Memorizing the Quran also offers benefits and virtues, thus encouraging many Muslims to actively memorize it. Parents often hope that their children will memorize the Quran. Memorizing the Quran is not difficult, but it does require effort. An appropriate method is crucial to ensuring the quality of memorization. The Ummi Method, designed by the Ummi Foundation, is one efficient way to memorize the Quran. This method emphasizes the strengths of the method, teacher, and system to ensure the quality of Quran learning. The purpose of this study is to explain how the Ummi Method is implemented in tahsin learning at the Ar-Rohmah Islamic Boarding School for Girls in Ngawi. Furthermore, this study aims to discuss the supporting and inhibiting factors in implementing the Ummi Method in tahsin learning at the Ar-Rohmah Islamic Boarding School for Girls in Ngawi. This research is a qualitative study using a descriptive approach. This research was conducted at the Ar-Rohmah Islamic Boarding School for Girls in Ngawi. The informants in this study were the principal, the tahfidz coordinator, the teaching staff, and the second-grade Ulya students of the Ar-Rohmah Islamic Boarding School for Girls in Ngawi. Three data collection techniques were used: observation, interviews, and documentation. After that, the stages of data analysis, data reduction, data presentation, and conclusion drawing were carried out. The results of this study indicate that, (1) Implementation of the Ummi method. (a) The process of implementing the Ummi method in tahfidz learning has seven stages, namely opening, apperception, concept instillation, concept understanding, practice/skills, evaluation, and closing. (b) The background to using the Ummi method in tahfidz learning. (2) Supporting factors are the easy Ummi method, direct and periodic quality control by the Ummi Foundation Center, clear and structured learning stages, measurable targets, and a conducive environment. Inhibiting factors are the diverse abilities of female students in reading the Qur'an which are still not good, the teaching abilities of teachers who are still not standardized by Ummi because they have different inputs, and the frequent cycle of changing teachers which hinders the standardization process, students are not on time when coming to tahsin learning.]]>
