<![CDATA[This study aims to analyze the implementation of partnerships between parents and schools in supporting the improvement of Qur’an memorization (tahfizh) among third-grade students at SD Pintar. This research employed a qualitative descriptive approach involving the principal, tahfizh teacher, parents, and students as research subjects. Data were collected through semi-structured interviews and non-participant observations, and analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the implementation of the partnership is carried out through intensive communication between school and parents, the use of control books, and digital communication via WhatsApp groups. In addition, there is an integration of memorization activities between school and home through structured muroja’ah practices, ensuring learning continuity beyond the classroom. Parents play a dominant role in supporting students’ memorization by guiding repetition, providing motivation, and creating a supportive religious environment at home. The study further shows that this partnership has a significant impact on improving students’ memorization quality in three main aspects: academic, psychological, and behavioral. Academically, students demonstrate improved quantity and accuracy of memorization. Psychologically, students show increased motivation and self-confidence. Behaviorally, students develop better discipline and responsibility in completing memorization tasks. However, the implementation still faces challenges such as limited parental time and variations in students’ basic Qur’anic reading abilities. In conclusion, the partnership between parents and schools is a crucial factor in the success of the tahfizh Al-Qur’an program. Effective collaboration creates a continuous learning system between school and home and contributes significantly to students’ holistic character development.]]>
Copyrights © 2026
