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Arsyad
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Teacher Mediation of Self-Discipline in Daily Qur'an Memorization Submissions at an Indonesian Madrasah Astiti, Andini Faj`ri; Husarida; Arsyad
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 3 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i3.30540

Abstract

Structured tahfizh programs depend on regular submission routines, yet delayed submission may reflect either behavioral self-discipline or constraints in Qur'anic reading and memorization. This single-case qualitative study examined how two tahfizh teachers mediated these distinct problems in the Grid C Putri group at As'ad Private Madrasah Aliyah, Jambi City, Indonesia. The evidence comprised 12 non-participant observations conducted during January-March 2026, semi-structured interviews with the two teachers and 12 of the 29 observed students, and routine schedules, submission logs, and teacher assessment records. A hybrid thematic analysis combined inductive coding with sensitizing concepts from self-regulated learning and Islamic character education. Teachers coordinated three practices: intention-oriented motivation, scheduled muroja'ah, and differentiated individual guidance. The proportion of scheduled submissions completed on time rose descriptively from 60% in week 1 to 78% in week 8, although concurrent evaluation and reprimands prevent attribution to motivation alone. Nineteen students had documented tajwid and makhraj difficulties, and eight were classified by teachers as slow memorizers. Among the latter group, six increased their recorded pace from one to three pages per week and their on-time submission consistency from 55% to 75%; two did not show comparable improvement. The case indicates that self-discipline is best evidenced through observable submission and review behavior, whereas memorization pace and recitation quality are related but separate learning outcomes. The study contributes a context-sensitive model in which institutional scheduling enables regulation, teacher mediation links spiritual purpose with practice, and skill constraints determine the intensity of support required.
Talqin Pedagogy for Qur’anic Memorization Quality in an Indonesian Islamic Boarding School Kher Mariwawo, Andi Afta; Hasira; Arsyad
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 3 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i3.30612

Abstract

Qur’anic memorization quality depends on accurate oral modeling, error correction, and later retrieval rather than memorization volume alone. This qualitative single-case study examines how talqin was enacted in a Grade VIII Qur’anic memorization (tahfidz) program at Daarul Huffaazh Al-Islami Islamic Boarding School, Jambi, from September 2025 to January 2026. The available corpus includes field observations, interviews with one Islamic boarding school (pesantren) administrator and two tahfidz teachers, student interview extracts, tahfidz schedules, and memorization-submission records; the available records do not preserve an auditable student-participant or observation-session count. Data were reorganized through cross-source thematic analysis using modeling, formative feedback, and retrieval practice as interpretive lenses. The documented sequence comprised teacher modeling, attentive listening, adaptive repetition—reported as three to five repetitions for difficult passages—imitation, immediate correction, memorization submission, and muraja‘ah. Modeling and correction aligned most directly with tajwid and articulation-related quality, whereas later retention depended on continued systematic review (muraja‘ah). Teacher expertise, peer support, and program structure supported the process; competing schoolwork, uneven readiness, and inconsistent independent review constrained it. The case therefore explains how talqin and muraja‘ah divide pedagogical functions without claiming causal effectiveness.
Co-Authors Ashad Sadiq, Andi Muh Astiti, Andini Faj`ri Bisyri Khafi Fajri Fatimah Hasira Hayatun Nufus husarida Ifansyah, Nur Inarmiwati Jusmawati Kassaming Kher Mariwawo, Andi Afta M. Syahran Jailani Mandjarreki, Sakarudin Marbath Assagaf, Muhammad Shahibul MMSI Irfan ,S. Kom Munthoi, Ahmad Najmul Hayat Neti Budiwati Noorbaya, Siti Noprianto, Ade Nurhadifah Amaliyah Nurhamzah Ramlah Riam, Zaenal Abidin Ridhan Nazmy, Muhammad Ruslan Abdul Gani, Ruslan Rusmawati Safitriani Saliha, Hidayatun Siti Saidah Subhi Sulfemi, Wahyu Bagja Sulitiyas, Ulpa Sumara, Andry Rivan Suparman Suwahyo, Chaidir Tanwir Waddi Fatimah Yusrizal