<![CDATA[ABSTRACT This study aims to analyze the implementation of the Tahsin IWR (Ilman wa Ruhan) method in Qur'an learning at SMPIT Anak Sholeh Mataram. The study used a case study. Data were collected through observation, interviews, and documentation, then analyzed using an interactive model that includes data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the Tahsin IWR method was carried out through four main stages, namely opening, core activities, evaluation, and closing. This method integrates the scientific and spiritual dimensions in Qur'an learning. Learning takes place actively through direct practice of reading the Qur'an with teacher guidance. Evaluation is carried out continuously to correct student reading errors. The successful implementation of this method is supported by teacher competence, the availability of learning modules, a religious school environment, and student learning motivation. However, there are several obstacles, namely differences in student reading abilities, limited learning time, and lack of reading practice outside the classroom. This study concludes that the Tahsin IWR method is effective in improving Qur'an reading skills while shaping students' religious character. Therefore, this method is worthy of being developed as a Qur'an learning model in Islamic educational institutions. ABSTRAK Penelitian ini bertujuan untuk menganalisis implementasi metode Tahsin IWR (Ilman wa Ruhan) dalam pembelajaran Al-Qur’an di SMPIT Anak Sholeh Mataram. Penelitian menggunakan study kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi metode Tahsin IWR dilaksanakan melalui empat tahapan utama, yaitu pembukaan, kegiatan inti, evaluasi, dan penutup. Metode ini mengintegrasikan dimensi keilmuan dan spiritual dalam pembelajaran Al-Qur’an. Pembelajaran berlangsung secara aktif melalui praktik langsung membaca Al-Qur’an dengan bimbingan guru. Evaluasi dilakukan secara berkelanjutan untuk memperbaiki kesalahan bacaan siswa. Keberhasilan implementasi metode ini didukung oleh kompetensi guru, ketersediaan modul pembelajaran, lingkungan sekolah yang religius, dan motivasi belajar siswa. Namun, terdapat beberapa kendala, yaitu perbedaan kemampuan membaca siswa, keterbatasan waktu pembelajaran, dan kurangnya latihan membaca di luar kelas. Penelitian ini menyimpulkan bahwa metode Tahsin IWR efektif dalam meningkatkan kemampuan membaca Al-Qur’an sekaligus membentuk karakter religius peserta didik. Oleh karena itu, metode ini layak dikembangkan sebagai model pembelajaran Al-Qur’an di lembaga pendidikan Islam.]]>
