<![CDATA[This study aims to examine teachers’ strategies in enhancing Quranic memorization among early childhood learners. The ability to memorize the Quran is considered one of the essential aspects of Islamic education that should be instilled from an early age through methods and strategies aligned with the developmental characteristics of children. In the learning process, teachers are required to design effective strategies so that Quranic memorization activities become easier, more enjoyable, and meaningful for young learners. The research employed a qualitative approach with a case study design, as this method allows for a comprehensive understanding of the phenomenon within its real-life context. Data were collected through direct observation, in-depth interviews, and documentation involving the principal, teachers, and students. The data analysis process followed the stages of data reduction, data display, and conclusion drawing, as outlined by Miles and Huberman, ensuring that the findings were systematically examined and academically reliable. The results of the study indicate that the strategies used by teachers to improve Quranic memorization include the application of the talaqqi method, repetition (muraja’ah), daily habituation, the provision of motivation and rewards, as well as parental involvement in supporting children’s memorization at home. Supporting factors for successful memorization consist of teacher competence, a religious school environment, and family support, while inhibiting factors include differences in children’s abilities, limited instructional time, and insufficient parental assistance at home. The study concludes that the implementation of well-planned, consistent strategies tailored to the developmental stages of early childhood can significantly enhance Quranic memorization skills and foster a love for the Quran from an early age. In this way, the research contributes to the development of Islamic educational practices, particularly in shaping Quranic-oriented generations through integrative and sustainable pedagogical approaches.]]>
