<![CDATA[This study employed a qualitative case study approach with supportive quantitative data to examine the integration of the Talqin method and the Sabaq–Sabqi–Manzil system in the Ta’hil Mu’allimil Qur’an Program at Ma’had Al-Atsar Yogyakarta. The purpose of this research was to analyze the implementation process of the integrated instructional model and to evaluate its contribution to improving the memorization quality and pedagogical competence of santri as prospective Qur’anic teachers. The study aimed to provide an in-depth understanding of how direct transmission-based learning (talqin) is systematically combined with structured memorization cycles (sabaq, sabqi, and manzil) within a teacher preparation program. The participants consisted of 30 santri enrolled in the Ta’hil Mu’allimil Qur’an program. Data were collected through in-depth interviews, participant observation, documentation analysis, and performance-based assessment of memorization and teaching simulations. The data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. Quantitative percentages were used to strengthen the qualitative findings and to provide measurable indicators of learning outcomes.The findings reveal that the integration model significantly improves both memorization stability and instructional readiness. A total of 87% of santri demonstrated high accuracy in tajwid and makhraj following structured talqin sessions. Approximately 85% maintained consistent long-term retention through the systematic implementation of sabaq–sabqi–manzil cycles. Furthermore, 80% showed strong pedagogical competence in teaching simulations, particularly in applying corrective feedback and structured repetition. Overall, 84% of the participants achieved an “excellent” category in the integrated evaluation framework. These results indicate that the integration of Talqin and Sabaq–Sabqi–Manzil provides a comprehensive and sustainable model for Qur’anic teacher training]]>
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