<![CDATA[This study aims to examine the improvement of students’ creativity through the implementation of the Tahfizh Creative Learning (TCL) Model in Qur’anic memorization learning. The study employed a quantitative approach with a one-group pretest-posttest design involving 28 elementary school students. Students’ creativity was measured using an open-ended instrument based on five indicators: fluency, flexibility, originality, elaboration, and meaning connection. The data were analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and Normalized Gain (N-Gain). The results showed that the mean creativity score increased from 50.18 in the pretest to 91.07 in the posttest. The Wilcoxon test indicated a significant difference between students’ creativity scores before and after the implementation of the TCL Model (p < 0.05). The N-Gain analysis produced a mean score of 0.821, which falls into the high category, with all students demonstrating a high level of improvement. These findings indicate that the implementation of the TCL Model can improve students’ creativity in Qur’anic memorization learning. The model provides learning experiences that extend beyond memorization by incorporating verse comprehension, tadabbur, problem identification, idea generation, solution development, and the implementation of Qur’anic values in daily life. Therefore, the TCL Model can serve as an alternative approach to Qur’anic memorization learning that integrates memorization skills with the development of students’ creativity.]]>
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