<![CDATA[ABSTRAKThis study aims to explore the educational and instructional strategy systems implemented by the Taman Pendidikan Al-Qur'an (TPQ) and Taman Kanak-kanak Al-Qur'an (TKQ) Al-Fattah in Gending District, Probolinggo Regency, a non-formal educational institution that has operated for nearly two decades yet remains largely undocumented academically. The study employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with the institutional leader, senior male instructors (ustaz), senior female instructors (ustazah), and parents, and document analysis, then examined using the interactive model of Miles and Huberman, with validity ensured through source and technique triangulation as well as member checking. The findings show that both institutions manage education in an integrated manner by combining classical and individual learning models grounded in the Tartila method, while simultaneously cultivating Islamic character through the practice of fasholatan and the memorization of daily supplications. Four core strategies were identified: (1) the sorogan and bandongan approaches to strengthen Qur'anic reading competence; (2) play-based learning for TKQ students; (3) habitual memorization of prayers and short surahs through the talaqqi method; and (4) a tiered evaluation system through level-advancement examinations and khataman. The institutions' success is supported by three main pillars: the capability of the ustaz/ustazah, active family participation, and socio-religious capital from the surrounding community. These findings offer practical contributions to developing a holistic and replicable model of non-formal Qur'anic education in other regions. Kajian ini bertujuan mengeksplorasi strategi sistem pendidikan dan pembelajaran yang diselenggarakan oleh Taman Pendidikan Al-Qur'an (TPQ) dan Taman Kanak-kanak Al-Qur'an (TKQ) Al-Fattah di Kecamatan Gending, Kabupaten Probolinggo, sebuah lembaga pendidikan nonformal yang telah beroperasi hampir dua dasawarsa namun belum banyak didokumentasikan secara akademis. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data digali melalui observasi partisipatif, wawancara mendalam bersama kepala lembaga, ustaz, ustazah, dan wali santri, serta telaah dokumentasi, yang kemudian dianalisis menggunakan model interaktif Miles dan Huberman serta diuji keabsahannya melalui triangulasi sumber, teknik, dan member checking. Hasil penelitian menunjukkan bahwa kedua lembaga mengelola pendidikan secara terpadu dengan memadukan model pembelajaran klasikal dan individual berlandaskan metode Tartila, sekaligus mengembangkan karakter Islami melalui praktik fasholatan dan hafalan doa-doa harian. Empat strategi pokok teridentifikasi, yaitu: (1) pendekatan sorogan dan bandongan untuk penguatan kompetensi baca Al-Qur'an; (2) pembelajaran berbasis permainan (game-based learning) bagi santri TKQ; (3) pembiasaan hafalan doa dan surah pendek secara talaqqi; serta (4) sistem evaluasi berjenjang melalui ujian kenaikan jilid dan khataman. Keberhasilan lembaga ditopang oleh tiga pilar utama, yakni kapabilitas ustaz/ustazah, partisipasi aktif keluarga santri, dan modal sosial keagamaan masyarakat sekitar. Temuan ini memberikan kontribusi praktis bagi pengembangan model pendidikan Al-Qur'an nonformal yang holistik dan dapat direplikasi di wilayah lain. ]]>
