<![CDATA[This study aims to analyze the management of Qur’an-based co-curricular programs in strengthening students’ spiritual competence, focusing on planning, organizing, implementation, supervision and evaluation, and supporting and inhibiting factors. The study employed a qualitative field research approach with a multisite design. Data were collected through in-depth interviews, observations, and document analysis involving school principals, Islamic Religious Education teachers, homeroom teachers, students, parents, and relevant stakeholders. Data were analyzed through data condensation, data display, and conclusion drawing and verification, with credibility strengthened through source, technique, and time triangulation. The findings show that Qur’an-based co-curricular programs are managed systematically through Qur’an recitation, tahfidz, muroja’ah, prayer, Asmaul Husna, and character habituation, supported by school leadership, teacher involvement, parental participation, and community collaboration. These activities strengthen Qur’anic literacy, memorization, religious motivation, discipline, responsibility, self-control, and religious school culture. However, limited time, diverse student abilities, teachers’ administrative workload, unequal parental involvement, and gaps in understanding Qur’anic meanings remain challenges. The study implies that integrated management and collaborative support are essential for sustainable spiritual competence development.]]>
