<![CDATA[The tahfidz program has increasingly become an important component of Islamic education, not only as a Qur'an memorization activity but also as a strategic medium for strengthening students' religious character. However, many tahfidz programs are still primarily evaluated based on the quantity of memorization, while their managerial dimensions and contribution to character formation have not been systematically synthesized. This study aims to analyze tahfidz program management as a strategy for developing students' religious character through a structured library research approach in Islamic education. This study employed a qualitative structured library research design by synthesizing nine primary studies identified through Google Scholar, Garuda, SINTA-indexed journal portals, institutional journal repositories, and publisher websites, supported by additional conceptual and methodological references published between 2018 and 2026. The data were examined through qualitative content analysis involving data reduction, thematic classification, interpretation, and conceptual synthesis. The findings show that effective tahfidz program management consists of planning memorization targets and character indicators, organizing mentors and memorization schedules, implementing talaqqi, memorization submission, murajaah, and tasmi', as well as supervising and evaluating memorization through mutabaah books, memorization cards, periodic assessment, and follow-up guidance. Across the reviewed studies, these managerial functions were reported to be associated with religious character, including discipline, responsibility, honesty, patience, istiqamah, good manners, self-confidence, and love for the Qur'an. The principal conceptual contribution is a preliminary five-function management model that maps managerial processes onto mechanisms of religious value internalization. The synthesis suggests that Islamic schools, madrasahs, and pesantren can consider managing tahfidz programs as integrated character education systems rather than merely as memorization-oriented activities.]]>
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