<![CDATA[This study examines efforts to cultivate students’ interest in learning to read the Qur’an and the factors influencing such interest among 10–15‑year‑old learners at Madin Al‑Muttaqiin, Gedangsari, Gunungkidul. From a policy perspective, Qur’anic education is intended to improve learners’ abilities to read, write, understand, and practice Qur’anic teachings, and it requires educators who can recite in tartil and master Qur’anic teaching techniques. The study is framed as qualitative descriptive field research. Since detailed field data are not provided in the prompt, the analysis adopts explicit assumptions: primary data would come from semi‑structured interviews with teachers/ustadz, parents, and students; classroom observations at the Madin; and a Likert‑scale learning‑interest questionnaire with an unspecified sample size. Theoretical analysis integrates the four‑phase model of interest development with Self‑Determination Theory to explain how interest is triggered, maintained, and gradually becomes more stable. The synthesized findings indicate that interest tends to increase when students experience reading success (competence), feel emotionally connected with supportive teachers (relatedness), and are given reasonable choices in learning tasks (autonomy). Key efforts include leveled grouping based on reading proficiency, a balanced use of read‑and‑listen practice and structured drills, audio‑visual media to capture attention, meaningful religious motivation, non‑punitive tajwid feedback, and sustained home‑based practice supported by parents. These strategies align with JPI evidence that teachers foster learning interest through varied methods, enjoyable media, motivation, and evaluation, and that audio‑visual media can strengthen students’ enthusiasm.]]>
