<![CDATA[This study is based on the phenomenon that although schools have high memorization targets, student motivation and achievement are still diverse, so that communication between tahfidz teachers is important in the process of fostering Al-Qur'an memorization. This study aims to examine teachers' content knowledge regarding Quran memorization material, explain their procedural knowledge in formulating communication strategies tailored to the developmental needs of elementary school students, and understand the meaning of interpersonal communication between teachers and students.. The study uses a qualitative method with a phenomenological approach under the constructivism paradigm with subjects being tahfidz teachers in grades 1–6 and Al-Qur'an coordinators at SD Pintar. Data were collected through observation, in-depth interviews, and documentation, then analyzed interactively through data reduction, data display, drawing conclusions, and source triangulation. The results show that interpersonal communication is interpreted as a medium to bridge students' emotional and spiritual by creating a sense of security so that the memorization process is not frightening. Teacher content knowledge includes mastery of tajwid, makharijul huruf, as well as understanding the psychology and cognitive readiness of children. Procedural knowledge is realized through adaptive strategies such as layered planning, verbal and nonverbal appreciation, monitoring through leadership books, and innovative ongoing learning methods. Penelitian ini berangkat dari fenomena bahwa meskipun sekolah memiliki target hafalan yang tinggi, motivasi dan capaian siswa masih beragam sehingga komunikasi guru tahfidz penting dalam proses pembinaan hafalan Al-Qur’an. Penelitian bertujuan mengetahui content knowledge guru terkait materi hafalan Al-Qur’an, menjelaskan procedural knowledge guru dalam menyusun strategi komunikasi sesuai kebutuhan perkembangan siswa sekolah dasar, serta mengetahui makna komunikasi interpersonal guru dengan siswa. Penelitian menggunakan metode kualitatif pendekatan fenomenologi berparadigma konstruktivisme dengan subjek guru tahfidz kelas 1–6 dan koordinator Al-Qur’an di SD Pintar. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, lalu dianalisis secara interaktif melalui reduksi, display data, penarikan kesimpulan, serta triangulasi sumber. Hasil penelitian menunjukkan bahwa komunikasi interpersonal dimaknai sebagai media untuk menjembatani emosional dan spiritual siswa dengan menciptakan rasa aman agar proses hafalan tidak menakutkan. Content Knowledge guru mencakup penguasaan tajwid, makharijul huruf, serta pemahaman psikologi dan kesiapan kognitif anak. Procedural Knowledge diwujudkan melalui strategi adaptif seperti perencanaan berlapis, apresiasi verbal dan nonverbal, pemantauan melalui buku leadership, serta inovasi metode pembelajaran berkelanjutan.]]>
