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All Journal Cendekiawan: Jurnal Pendidikan dan Studi Keislaman
Rismawati Rismawati
Universitas Alwashliyah Medan
Religion Humanities Education Social Sciences Other

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Strategi Guru Tahfidz dalam Pembinaan dan Peningkatan Kualitas Hafalan Al-Qur’an Siswa Kelas VIII di MTs Tahfidzul Qur’an Al-Bayyinah Sumatera Utara Rismawati Rismawati; Muhammad Tohir Ritonga; Syari’ah Hafizhoh
Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 5 No 3 (2026): September: Multiple Intelligences of Students in Formal, Informal, and Nonformal
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/cendekiawan.v5i3.1338

Abstract

The quality of Qur’an memorization is determined not only by the number of verses memorized, but also by fluency, the accuracy of tajwid and makhraj, and the consistency of muraja’ah. This study aims to identify the strategies used by tahfidz teachers, describe their implementation, and identify the supporting and inhibiting factors in fostering and improving the quality of Grade VIII students Qur’an memorization at MTs Tahfidzul Qur’an Al-Bayyinah, North Sumatra. This qualitative descriptive study was conducted from May to June 2026. Informants, consisting of two tahfidz teachers, four students, and the head of the madrasah, were selected through purposive sampling. Data were collected through observation, interviews, and documentation, analyzed through data reduction, data display, and conclusion drawing, and validated through source and technique triangulation. The findings show that tahfidz teachers apply four main strategies in an integrated manner—talaqqi, muraja’ah, tasmi’, and tikrar—adapted to each student’s ability. The implementation of these strategies had a positive impact on memorization fluency, the accuracy of tajwid and makhraj, and the consistency of muraja’ah. Supporting factors include institutional support, teacher competence, student motivation, the role of boarding-house supervision, and the established tahfidz tradition, while inhibiting factors include varied student abilities, limited time, student fatigue and boredom, and an insufficient teacher-to-student ratio.
Co-Authors Muhammad Tohir Ritonga Syari’ah Hafizhoh