<![CDATA[Qur’anic memorization (tahfizh al-Qur’an) requires not only the acquisition of new verses but also accuracy, fluency, retrieval, and sustainable retention. However, conventional memorization practices may not fully accommodate the diversity of students’ cognitive characteristics and learning engagement. This study examines the integration of Multiple Intelligences (MI) within a Tahfizh program as a differentiated instructional strategy for enhancing Qur’anic memorization competence and retention. Employing a qualitative case study design, the study was conducted in an Islamic educational institution implementing structured talaqqi, tasmi’, ziyadah, and murāja’ah activities. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving Tahfizh teachers, program coordinators, institutional leaders, and students. Data were analyzed thematically through iterative coding, categorization, and interpretation, supported by triangulation and member checking to strengthen trustworthiness. The findings indicate four interconnected dimensions of MI integration: differentiated learning pathways, integration with established Tahfizh practices, strengthening of memorization competence through multimodal engagement, and reinforcement of retention through systematic retrieval and murāja’ah. The study demonstrates that MI integration does not replace conventional Qur’anic memorization methods but provides a differentiated pedagogical framework that connects learner diversity with accurate acquisition, active retrieval, and durable retention. The study contributes a contextualized model for developing more adaptive and sustainable Tahfizh instruction.]]>
Copyrights © 2026
