IMPLEMENTASI PROGRAM TAHFIZ AL-QUR’AN SEBAGAI UPAYA PEMBENTUKAN KARAKTER ISLAMI SISWA KELAS 9 PUTRA DI MADRASAH TSANAWIYAH DARUL FIKRI BRINGIN KAUMAN PONOROGO

Pendas : Jurnah Ilmiah Pendidikan Dasar
Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published

In the modern era, parents face serious challenges in providing religious education and character development for children. The declining involvement of children in religious activities at mosques, prayer rooms, and madrasah diniyyah, along with excessive use of technology, has contributed to the erosion of character values such as discipline, empathy, and respect. Therefore, integrating a local content curriculum with a Qur’an memorization (tahfidz Al-Qur’an) program has become a strategic solution implemented by Islamic educational institutions. This study examines the implementation of a tahfidz Al-Qur’an program as an effort to develop Islamic character among male ninth-grade students at Madrasah Tsanawiyah Darul Fikri Bringin Kauman Ponorogo. The objectives of this study are to describe the implementation process of the tahfidz Al-Qur’an program and to identify the supporting and inhibiting factors in its implementation. This research employed a qualitative approach and was conducted at Darul Fikri Islamic Boarding School, Bringin Kauman, Ponorogo, in January 2024. Data were collected through observation, interviews, and documentation. Data analysis was carried out using an interactive analysis model consisting of data collection, data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the tahfidz Al-Qur’an program contributes to the formation of students’ Islamic character, including sound faith (aqidah shahihah), noble character (akhlakul karimah), tolerance, discipline, and consistency in worship. The program is implemented through an initial student selection process, the use of muraja’ah, rabth, and ziyadah methods, and the establishment of memorization targets at each educational level. Continuous evaluation is conducted through tasmi’, istimrar ayat, and monthly lajnah. Supporting factors include students’ motivation, individual abilities, and a conducive boarding school environment, while inhibiting factors require ongoing attention.