<![CDATA[Structured tahfizh programs depend on regular submission routines, yet delayed submission may reflect either behavioral self-discipline or constraints in Qur'anic reading and memorization. This single-case qualitative study examined how two tahfizh teachers mediated these distinct problems in the Grid C Putri group at As'ad Private Madrasah Aliyah, Jambi City, Indonesia. The evidence comprised 12 non-participant observations conducted during January-March 2026, semi-structured interviews with the two teachers and 12 of the 29 observed students, and routine schedules, submission logs, and teacher assessment records. A hybrid thematic analysis combined inductive coding with sensitizing concepts from self-regulated learning and Islamic character education. Teachers coordinated three practices: intention-oriented motivation, scheduled muroja'ah, and differentiated individual guidance. The proportion of scheduled submissions completed on time rose descriptively from 60% in week 1 to 78% in week 8, although concurrent evaluation and reprimands prevent attribution to motivation alone. Nineteen students had documented tajwid and makhraj difficulties, and eight were classified by teachers as slow memorizers. Among the latter group, six increased their recorded pace from one to three pages per week and their on-time submission consistency from 55% to 75%; two did not show comparable improvement. The case indicates that self-discipline is best evidenced through observable submission and review behavior, whereas memorization pace and recitation quality are related but separate learning outcomes. The study contributes a context-sensitive model in which institutional scheduling enables regulation, teacher mediation links spiritual purpose with practice, and skill constraints determine the intensity of support required.]]>
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