<![CDATA[This study aims to analyze Quranic learning practices that integrate *sanad*-based textual authority with an adaptive pedagogical approach. The research employs a qualitative approach utilizing observation, interviews, and documentation. The findings indicate that teachers combine the strength of scholarly transmission via *sanad* with instruction that is flexible and responsive to learners' abilities. *Talaqqi* and *musyafahah* practices facilitate individual corrections regarding reading accuracy, pronunciation, and the application of *tajwid* rules. Meanwhile, *tadarus* and *muroja’ah* reinforce competence through repetitive practice and peer-based collaborative learning. This pattern demonstrates that *sanad*-based learning is not solely oriented toward the continuity of scholarly authority but is also capable of accommodating learners' needs and proficiency levels. These findings confirm that integrating scholarly traditions with adaptive learning strategies can foster a Quranic learning process that is systematic, personalized, and collaborative.]]>
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