<![CDATA[Learning the Quran is often perceived as challenging by many students, which consequently leads to low academic achievement in evaluation processes, thereby highlighting the necessity of employing appropriate teaching methods that are responsive to learner diversity; this study aims to examine the effectiveness of the tartil method in enhancing students’ achievement in Quran learning by adopting an exploratory sequential mixed methods design in which the qualitative phase involved in-depth interviews with fifteen informants (teachers and students) selected through purposive sampling and analyzed thematically using NVivo 12, while the quantitative phase employed a survey administered to 115 respondents chosen through simple random sampling and analyzed descriptively with SPSS 22; the qualitative analysis generated twelve themes related to students’ learning achievement, corroborated by quantitative findings that revealed an overall mean score of 4.10 indicating high levels of achievement across knowledge, reading fluency, and examination performance, with teachers consistently reporting that the tartil method positively impacted the quality of Quran learning; the implications are both practical, as the tartil method can serve as an effective pedagogical strategy for optimizing Quran learning outcomes in schools and madrasahs, and academic, as the study contributes to the literature by integrating qualitative and quantitative evidence and offering new insights into the relationship between teaching methods and student achievement across cognitive, affective, and competitive dimensions.]]>
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