<![CDATA[This study aimed to describe the implementation of the digital video-based Ziyadah method, analyze the role of digital video, identify supporting and inhibiting factors, and analyze the impact of implementation on students' Qur'an memorization fluency at MTs Al-Hudaebiyah Cidahu Sukabumi. A qualitative case study approach was employed. The subjects included tahfidz teachers, the madrasa head, PAI teachers, and seventh and eighth-grade students. Data were collected through in-depth interviews, participant observation, and documentation study. The results showed that the implementation of the digital video-based Ziyadah method proceeded through three systematic stages (planning, execution, evaluation) with six roles of digital video: modeling, clarifying, motivating, rehearsing, verifying, and bridging. The implementation was supported by eight factors and hindered by eleven factors. The impact was significant on the cognitive aspect (memorization errors decreased from 4.2 to 2.8 per verse), affective aspect (attendance increased from 70% to 85%), and behavioral aspect (60% of students regularly watched videos at home without being told). It was concluded that the digital video-based Ziyadah method effectively improves students' Qur'an memorization fluency and is recommended as an innovative tahfidz learning model for rural madrasas.]]>
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