<![CDATA[This study examines parental supervision in supporting students’ independent learning of tahsin (Qur’anic recitation improvement) at Ma’had Love Tahfidz Daarul Fathan, Medan Sunggal. Although students live in a boarding-school environment, parental involvement remains important in maintaining motivation, discipline, and Qur’anic recitation quality. This study employed a descriptive qualitative approach. The informants consisted of the ma’had administrator, tahsin instructors, parents, and students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman model. Data validity was established through source and technique triangulation. The findings indicate that parental supervision is implemented through regular communication, motivational support, monitoring recitation progress, and collaboration with tahsin instructors. Students’ independent learning was generally fairly good, as demonstrated by their ability to manage study time, conduct muraja’ah (repeated recitation), and use murattal audio recordings. However, some students still required guidance and correction, particularly in improving makharijul huruf (the articulation points of Arabic letters) and tajwid. Supporting factors included effective communication, cooperation between parents and instructors, students’ motivation, and a conducive learning environment. Meanwhile, obstacles included parents’ busy schedules, limited knowledge of tajwid, students’ demanding activities, peer influences, and limited communication time. This study concludes that consistent, communicative, and collaborative parental supervision can support students’ motivation, discipline, and independent learning in improving the quality of their Qur’anic recitation.]]>
