<![CDATA[This study aims to examine the implementation of the 3T+1M method through Qur’anic understanding and to analyze the internalization of Qur’anic values among students. The study employs a qualitative approach with a multi-site case study design. Data were collected through in-depth interviews, observation, and documentation, and analyzed through data condensation, data display, and verification. The findings show that 3T+1M integrates Talaqqi, Tafahhum, Tikrar, and Muraja’ah as interconnected processes in Qur’anic learning. Tafahhum plays an important role in connecting memorization with understanding, while Tikrar and Muraja’ah reinforce memorization and its continuous practice. The internalization of the Qur’anic value of patience was predominantly identified at the Receiving, Responding, and Valuing stages, while the Characterization stage remained limited. Theoretically, the study contributes an integrated perspective linking the 3T+1M pedagogical process, Qur’anic understanding, and affective value internalization. Practically, the findings imply that tahfidz education should integrate memorization with systematic understanding, contextual learning, repeated practice, and daily behavioral reinforcement to strengthen the transformation of Qur’anic knowledge into lived values.]]>
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