p Penguatan hafalan Al-Qur’an melalui kombinasi tikrar dan muroja’ah di Pondok Pesantren Ulumul Qur’an Stabat

Juliani Putri (Jam'iyah Mahmudiyah Institute Langkat, North Sumatra, Indonesia)
M. Bramantio Wibowo (Jam'iyah Mahmudiyah Institute Langkat, North Sumatra, Indonesia)
Muamar Al Qadri (Jam'iyah Mahmudiyah Institute Langkat, North Sumatra, Indonesia)

At Turots: Jurnal Pendidikan Islam
Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam

Strengthening Qur’anic memorization requires a balance between acquiring new passages and maintaining previously memorized material. This study explores how tikrar and muroja’ah are combined in the tahfizh program at Pondok Pesantren Ulumul Qur’an Stabat, North Sumatra, Indonesia. It examines implementation, supporting and inhibiting factors, and the memorization outcomes described by program staff. A qualitative field research approach was employed using observation, semi-structured interviews, and documentation. Informants were selected purposively according to their involvement in the program. Data analysis involved reduction, display, and conclusion drawing, with source, technique, and time triangulation reported in the underlying research. The findings presented here primarily draw on the accounts of the tahfizh unit head and supervising teachers. Tikrar was used to prepare and reinforce new memorization, whereas muroja’ah was allocated to maintaining earlier passages. Daily activities comprised preparation after dawn prayer, review after afternoon prayer, paired listening before recitation, and supervised recitation between 20:00 and 22:00. The institutional target of three juz per semester functioned as a flexible learning orientation rather than evidence of individual achievement. Supporting conditions included accurate initial recitation, teacher feedback, student commitment, a regular schedule, and peer assistance. Obstacles involved boredom, inconsistent practice, differences in memorization ability, and competing school activities. Teachers reported greater fluency, more accurate recitation, improved readiness for supervised recitation, and better maintenance of earlier memorization. These outcomes represent qualitative assessments rather than measured causal effects. The study identifies an implementation pattern in which differentiated repetition, peer listening, and teacher correction operate as connected activities. It recommends protecting review time, adapting targets to student readiness, and maintaining systematic records of memorization errors and progress.