<![CDATA[This study examines the strategies employed by Tahfidz teachers in addressing students’ difficulties in memorizing the Qur’an among students at Madrasah Aliyah Al-Islam Surakarta in the 2025/2026 academic year. The research aims to identify the forms of learning difficulties experienced by students, analyze the instructional strategies implemented by Tahfidz teachers, and evaluate the effectiveness of these strategies in improving students’ memorization achievement. This study adopts a qualitative descriptive approach with a case study design. The research participants consisted of 30 students (santri) selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and documentation review. The data were analyzed using data reduction, data display, and conclusion drawing techniques, while triangulation was applied to ensure data validity. The findings indicate that students’ difficulties in memorizing the Qur’an include weak retention (40%), lack of motivation (30%), limited time management skills (20%), and insufficient mastery of tajwid and pronunciation (10%). Tahfidz teachers addressed these challenges through structured repetition methods (muraja’ah), individualized mentoring, motivational reinforcement, peer memorization groups, and continuous formative evaluation. The implementation of these strategies contributed to measurable improvements, with 70% of students showing significant progress in memorization fluency and consistency, 20% demonstrating moderate improvement, and 10% showing gradual progress. The study concludes that systematic instructional strategies combined with personalized guidance effectively enhance students’ Qur’anic memorization performance.]]>
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