<![CDATA[The low Qur’an reading ability among Madrasah Aliyah students represents both a serious educational problem and a genuine challenge for the formal Islamic education system in Indonesia. This issue is not merely technical, concerning limited mastery of makhraj and tajwid, but also carries implications for the weakened spiritual bond students maintain with the holy scripture that should serve as their life guide. This study examines the implementation of the Habit Forming learning model through Qur’anic recitation (tadarus) activities as a pedagogical response to these challenges at MA Hasyim Asy’ari Jogoroto Jombang. Three core questions are addressed: (1) how the habit forming model is implemented in tadarus activities; (2) how it affects students’ Qur’an reading improvement; and (3) what factors support or hinder its implementation. A qualitative case study design was employed. Data were collected through participatory observation, in-depth interviews with the school principal, curriculum vice-principal, PAI teacher, and students, and program documentation. Analysis followed the Miles and Huberman model. Findings show the program is conducted every Saturday and Sunday before classes begin, using ability-based student grouping with intensive teacher guidance. Consistent, structured implementation yields positive outcomes across three reading competency dimensions: fluency and correct pronunciation/makhraj (psychomotor), increased motivation and love for the Qur’an (affective), and tajwid rule comprehension (cognitive). Program success is sustained by strong institutional policy, teacher commitment, and a religious school environment, while obstacles include disparities in students’ foundational abilities, limited time, and a non-ideal teacher-student ratio.]]>
