<![CDATA[This study aims to explore the practice of murajaah (recitation) in maintaining Quran memorization among elementary school students and identify factors that support and hinder its implementation. The study used a qualitative approach with an exploratory case study design. The study location was at the Nurul Bayan TQA Education Center, which runs a Quran memorization program. Participants consisted of Quran memorization teachers and students selected using a purposive sampling technique. Data were collected through semi-structured interviews, observation, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data presentation, and conclusion drawing. The results indicate that murajaah is understood as a key component in maintaining the quality and sustainability of Quran memorization. The practice of murajaah takes various forms, including independent murajaah at home, collective murajaah in class, private lessons, tasmi' (recitation), and scheduled repetition. Research findings reveal that the intensity of murajaah (recitation) influences students' memory and memorization fluency. Students who regularly engage in murajaah tend to have stronger memorization and can more easily recall memorized verses. Supporting factors for murajaah practice include student motivation, teacher guidance, parental involvement, and a structured memorization monitoring system. Inhibiting factors include boredom, lack of focus, playtime, fatigue, and limited murajaah support at home. This study concludes that the success of a tahfidz program is determined not only by the addition of new memorization, but also by the consistency of murajaah in maintaining the memorization already acquired. These findings contribute to the development of tahfidz learning strategies that emphasize a balance between ziyadah (recitation) and murajaah (recitation) through strong collaboration between schools, teachers, and parents.]]>
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