<![CDATA[Learning motivation is a crucial factor in the success of Tahfidz programs in Islamic elementary schools. This study aims to examine the forms of reward and punishment implemented in the co-curricular Tahfidz Al-Qur’an and Hadith program at MIN 2 Nagan Raya, students’ responses to these strategies, and their impact on learning motivation. Employing a descriptive qualitative approach, data were collected through observation, semi-structured interviews, and documentation involving the principal, teachers, students, and parents. The findings reveal that rewards in the form of verbal praise, certificates, small gifts, and symbolic recognition, such as the opportunity to lead prayer, foster students’ enthusiasm and self-confidence in memorization. Meanwhile, punishments such as additional assignments, verbal warnings, and written commitments are accepted positively as constructive guidance rather than punitive measures. The consistent and contextual application of both strategies contributes to improved attendance, discipline, and achievement of memorization targets. This study suggests that reward and punishment, when designed in a humanistic and proportional manner, serve not only as motivational tools but also as a medium for cultivating students’ religious character and learning discipline. Abstrak Motivasi belajar merupakan faktor penting dalam keberhasilan program Tahfidz di madrasah ibtidaiyah. Penelitian ini bertujuan untuk mengkaji bentuk-bentuk reward dan punishment yang diterapkan dalam program kokurikuler Tahfidz Al-Qur’an dan Hadits di MIN 2 Nagan Raya, respons siswa terhadap strategi tersebut, serta dampaknya terhadap motivasi belajar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara semi-terstruktur, dan dokumentasi yang melibatkan kepala madrasah, guru, siswa, dan orang tua. Hasil penelitian menunjukkan bahwa reward berupa pujian lisan, piagam, hadiah sederhana, serta penghargaan simbolis seperti kesempatan menjadi imam shalat mampu menumbuhkan semangat dan rasa percaya diri siswa dalam menghafal. Sementara itu, punishment berupa tugas tambahan, teguran lisan, dan penulisan surat komitmen diterima secara positif sebagai bentuk pembinaan, bukan hukuman yang menjatuhkan. Penerapan kedua strategi secara konsisten dan kontekstual berkontribusi pada peningkatan kehadiran, kedisiplinan, serta pencapaian target hafalan siswa. Penelitian ini menegaskan bahwa reward dan punishment yang dirancang secara humanis dan proporsional tidak hanya berfungsi sebagai penguat motivasi, tetapi juga sebagai sarana pembentukan karakter religius dan disiplin belajar siswa.]]>
Copyrights © 2025
