<![CDATA[This study aims to describe the implementation of the Tikrar method, analyze its sustainability strategies, identify supporting and inhibiting factors, and measure its impact on students’ fluency (fasahah), tajwid accuracy (makhraj), and memorization retention (tsabat). A qualitative case study approach was applied at SMK Bhakti Pertiwi Indonesia Sukabumi. Subjects included Tahfidz teachers, the principal, Islamic education teachers, and tenth-grade students participating in the intra-curricular Tahfidz program. Data were collected through in-depth interviews, participant observation, and documentation, then analyzed using the Miles, Huberman, and Saldaña interactive model with source and method triangulation for validity. Results show the Tikrar method is implemented in three systematic stages (planning, four-session execution, evaluation) with sustainability strategies built on four pillars: structured habituation, tiered mentoring, continuous evaluation and motivation, and managerial integration. Six supporting and six inhibiting factors were identified. The impact was significant: cognitive aspects (fluency 65→82, tajwid 60→78, retention 58→80, errors decreased by 68.4%), affective aspects (attendance 70%→85%), and behavioral aspects (60% of students practiced independent Tikrar at home). The Tikrar method effectively improves Qur'an memorization outcomes through structured repetition, peer mentoring, and spiritual motivation, and is recommended as an innovative learning alternative for vocational high schools.]]>
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