<![CDATA[Abstract. General Background: Tahfidz Al-Qur’an learning for early childhood requires structured management to support a quality learning process. Specific Background: Markaz Tahfidz Al-Firdaus Sidoarjo applies management through planning, organizing, implementation, and evaluation. Knowledge Gap: Previous studies have mainly examined tahfidz management in pesantren settings, while early childhood requires closer assistance and age-appropriate learning methods. Aims: This study examines tahfidz learning management at Markaz Tahfidz Al-Firdaus. Results: A qualitative study using observation, interviews, and documentation found that planning determines memorization targets, learning media, learning time, and assessment; organizing assigns teacher responsibilities; implementation involves preparation, repetition, new material, memorization assessment, attitude assessment, and rewards; and evaluation includes daily, weekly memorization deposits, mid-semester, and final-semester assessments. Novelty: The study specifically describes an integrated management process for early childhood tahfidz learning. Implications: The findings provide a structured reference for managing tahfidz learning for young learners. Abstract. General Background: Tahfidz Al-Qur’an learning for early childhood requires structured management to support a quality learning process. Specific Background: Markaz Tahfidz Al-Firdaus Sidoarjo applies management through planning, organizing, implementation, and evaluation. Knowledge Gap: Previous studies have mainly examined tahfidz management in pesantren settings, while early childhood requires closer assistance and age-appropriate learning methods. Aims: This study examines tahfidz learning management at Markaz Tahfidz Al-Firdaus. Results: A qualitative study using observation, interviews, and documentation found that planning determines memorization targets, learning media, learning time, and assessment; organizing assigns teacher responsibilities; implementation involves preparation, repetition, new material, memorization assessment, attitude assessment, and rewards; and evaluation includes daily, weekly memorization deposits, mid-semester, and final-semester assessments. Novelty: The study specifically describes an integrated management process for early childhood tahfidz learning. Implications: The findings provide a structured reference for managing tahfidz learning for young learners. Key Findings Highlights Seven-level memorization targets are systematically determined according to learner progression. Teacher responsibilities are distributed across curriculum preparation, learning resources, and classroom instruction. Assessment combines daily monitoring, weekly memorization deposits, and semester examinations. Keywords: Tahfidz Al-Qur’an, Learning Management, Early Childhood Education, Memorization Targets, Tabarak Method]]>
