<![CDATA[Purpose - Effective interpersonal communication is fundamental to the success of Qur'anic memorization (tahfīẓ), yet previous studies have largely discussed communication in Islamic education at a general level rather than as a pedagogical mechanism within tahfīẓ. This study examines how interpersonal communication between tahfīẓ supervisors and santri shapes memorization quality in an urban Islamic boarding school (pesantren) in Gorontalo, Indonesia.Design/methodology/approach - The study adopts a qualitative phenomenological design. Data were collected through in-depth interviews, naturalistic observation, and institutional documentation involving tahfīẓ supervisors, selected santri, and program records from a cohort of 30 students enrolled in a 2.5-year memorization program. Data were analyzed using Interpretative Phenomenological Analysis (IPA), including transcript familiarization, descriptive and interpretative coding, thematic clustering, cross-source comparison, and credibility verification.Findings - The findings identify five core interpersonal communication mechanisms that facilitate successful tahfīẓ: directive clarity, expressive religious storytelling, attentive corrective feedback, dialogic support, and adaptive communicative alignment during both face-to-face and online setoran. These mechanisms improve memorization fluency, tajwīd accuracy, learning discipline, and long-term retention by integrating precise oral feedback with emotional support and collaborative review. The study further proposes a Disclosure-to-Alignment Model, demonstrating how relational trust reduces anxiety associated with exposing memorization errors and enables corrective feedback to become cognitively meaningful and pedagogically effective. Institutional evidence also indicates sustained learning continuity and improved student progress despite the challenges posed by the COVID-19 pandemic.Research implications/limitations - This study is limited to a single urban pesantren and one tahfīẓ program. Future research should examine the proposed model across diverse institutional settings and employ mixed-methods approaches to evaluate its broader applicability.Originality/value - This study contributes to Islamic education and interpersonal communication scholarship by conceptualizing communication as a constitutive pedagogical mechanism rather than a supportive element in tahfīẓ education. It introduces the Disclosure-to-Alignment Model, linking relational trust, adaptive communication, and oral corrective feedback to enhanced Qur'anic memorization and extending contemporary theories of educational communication within Islamic learning environments.]]>
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