Implementasi Metode Talaqqi dalam Meningkatkan Hafalan Al-Qur'an di Kelas Tahfidz MDTA Yayasan Andalusia Mumtaza Indonesia

Adi Rahman Harahap (Universitas Alwashliyah Medan)
Hotni Sari Harahap (Universitas Alwashliyah Medan)
Yulia Warda (Universitas Alwashliyah Medan)

Jurnal Pendidikan, Bahasa dan Budaya
Vol. 5 No. 3 (2026): September: Jurnal Pendidikan, Bahasa dan Budaya

This research is motivated by the varying quality of recitation and quantity of Qur'anic memorization among students in the tahfidz class of MDTA Yayasan Andalusia Mumtaza Indonesia. The talaqqi method, as an approach to Qur'anic learning that has been used since the time of the Prophet Muhammad (peace be upon him), is considered to have distinct advantages in preserving the authenticity of recitation and gradually improving memorization. However, the success of this method depends greatly on how its planning, implementation, and evaluation are carried out systematically. This research employed a descriptive qualitative approach. The research subjects consisted of the head of the MDTA, two tahfidz teachers, and six students. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the interactive analysis model of Miles, Huberman, and Saldaña (2014), which encompasses data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, time triangulation, and member checking. The findings of this research indicate: (1) The implementation of the talaqqi method proceeded systematically through six stages, namely opening with prayer and muraja'ah (revision), recitation of new verses by the teacher (at-talqīn), classical imitation, direct correction (tashḥīḥ), individual memorization submission (al-'arḍ), and repetition (at-takrīr), with a memorization target of one juz per year beginning from Juz 30. (2) Memorization evaluation was carried out in two complementary layers, namely daily evaluation through individual submission covering aspects of tajwid, makhārijul ḥurūf, and fluency, as well as periodic monthly and semester-end evaluations used as the basis for subsequent instructional planning. (3) Supporting factors included teacher competence and dedication, institutional support, student enthusiasm, and parental involvement. Meanwhile, inhibiting factors included students' dual academic burden, variation in memorization ability and comprehension, inconsistency in independent muraja'ah at home, and limited number of teachers.