<![CDATA[Qur’anic memorization quality depends on accurate oral modeling, error correction, and later retrieval rather than memorization volume alone. This qualitative single-case study examines how talqin was enacted in a Grade VIII Qur’anic memorization (tahfidz) program at Daarul Huffaazh Al-Islami Islamic Boarding School, Jambi, from September 2025 to January 2026. The available corpus includes field observations, interviews with one Islamic boarding school (pesantren) administrator and two tahfidz teachers, student interview extracts, tahfidz schedules, and memorization-submission records; the available records do not preserve an auditable student-participant or observation-session count. Data were reorganized through cross-source thematic analysis using modeling, formative feedback, and retrieval practice as interpretive lenses. The documented sequence comprised teacher modeling, attentive listening, adaptive repetition—reported as three to five repetitions for difficult passages—imitation, immediate correction, memorization submission, and muraja‘ah. Modeling and correction aligned most directly with tajwid and articulation-related quality, whereas later retention depended on continued systematic review (muraja‘ah). Teacher expertise, peer support, and program structure supported the process; competing schoolwork, uneven readiness, and inconsistent independent review constrained it. The case therefore explains how talqin and muraja‘ah divide pedagogical functions without claiming causal effectiveness.]]>
