<![CDATA[Abstrak Kemampuan anak dalam menghafal Al-Qur’an di lembaga pendidikan nonformal sering menghadapi persoalan kelancaran bacaan, ketepatan tajwid, konsentrasi, dan daya ingat. Kajian terdahulu telah banyak membahas metode tahfidz secara umum, namun belum banyak menjelaskan bagaimana metode bi-nadzar bekerja sebagai strategi visual-recitative dalam pembelajaran tahfidz anak di TPA. Penelitian ini bertujuan mengeksplorasi implementasi metode bi-nadzar dalam hafalan Juz 30 di TPA Ilhami Al-Muhajirin serta menafsirkan persepsi guru dan santri terhadap perannya dalam mendukung memori visual, akurasi tajwid, dan retensi hafalan. Penelitian menggunakan desain kualitatif deskriptif berbasis studi kasus. Data diperoleh melalui observasi pembelajaran, wawancara semi-terstruktur dengan informan guru dan santri, serta dokumentasi kegiatan; data dianalisis melalui kondensasi data, pengodean tematik, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan lima tema utama: pembacaan visual berulang sebagai scaffolding hafalan, terbentuknya imajinasi tekstual dalam memori anak, koreksi guru terhadap tajwid dan makharijul huruf, tantangan kebosanan dalam pembelajaran anak, serta kontribusi pedagogis bi-nadzar dalam pendidikan Islam nonformal. Temuan ini menunjukkan bahwa bi-nadzar dipersepsikan membantu proses hafalan secara bertahap, tetapi efektivitasnya tetap perlu dipahami secara proporsional sesuai konteks penelitian yang terbatas. Kata Kunci: Metode Bi-Nadzar; Hafalan Al-Qur’an; Memori Visual; Pendidikan Islam; Pembelajaran Tahfidz Anak Abstract Children’s Qur’anic memorization in non-formal Islamic education often faces challenges related to reading fluency, tajwid accuracy, concentration, and memory retention. Previous studies have discussed tahfidz methods broadly, yet limited attention has been given to how the bi-nadzar method functions as a visual-recitative strategy for children in Qur’anic schools. This study explores the implementation of bi-nadzar in memorizing Juz 30 at Ilhami Al-Muhajirin Qur’anic School and interprets teachers’ and students’ perceptions of its role in supporting visual memory, tajwid accuracy, and memorization retention. The study employed a descriptive qualitative case-study design. Data were collected through classroom observation, semi-structured interviews with teacher and student informants, and learning documentation; the data were analyzed through data condensation, thematic coding, data display, and conclusion drawing. The findings reveal five main themes: repeated visual reading as memorization scaffolding, the emergence of textual imagination in children’s memory, teacher correction of tajwid and makharijul huruf, boredom and motivation in child learning, and the pedagogical contribution of bi-nadzar in non-formal Islamic education. The study concludes that bi-nadzar was perceived as helpful for gradual memorization, while its effectiveness should be interpreted cautiously within the limits of a small qualitative context. Keywords: Bi-Nadzar Method; Qur’anic Memorization; Visual Memory; Islamic Education; Children’s Tahfidz Learning]]>
