<![CDATA[Qur’anic education in the contemporary era demands methodological innovation capable of balancing the quality of recitation (tahsin) with an enjoyable learning environment. Although the Tilawati Method and the Tartily Banjary Method have been widely adopted, systematic studies comparing the two remain limited. This article aims to compare the two methods based on six comparative parameters: philosophical foundations, learning strategies, curriculum structure, media and technology, evaluation systems, and contextual adaptability. This study employs a descriptive-comparative qualitative approach based on a literature review, with data sourced from the official documents of both methods and relevant prior research. The results of the analysis indicate that the Tilawati Method excels in national portability, curriculum standardisation, and the management of large classes. Meanwhile, the Tartily Banjary Method is more culturally and locally adaptive, inclusive across age groups, and responsive to digital technology. This article concludes that the two methods are complementary rather than competitive; therefore, the choice of method should be based on the suitability of the institutional context, the characteristics of the students, and the capacity of the implementing teachers.]]>
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