<![CDATA[This study aims to describe the implementation of the Qur’an memorization (tahfidz) program, analyze strategies for strengthening students’ responsibility character, and identify supporting and inhibiting factors at MI Hidayatun Najah Tuban. This research employed a qualitative descriptive approach with a case study design. Data were collected through observation, interviews, and documentation involving the head of the madrasah, tahfidz coordinator and teachers, parents, and students. Data were analyzed through data reduction, data display, and conclusion drawing and verification. The findings show that the tahfidz program is implemented systematically and continuously through muraja’ah, ziyadah, talaqqi, memorization submission, tasmi’, and varied methods such as tikror, classical learning, and verse continuation. The main strategies for strengthening responsibility are consistent habituation, teacher modeling, evaluation and positive reinforcement, and collaboration with parents. Students’ responsibility is reflected in discipline, consistency in submitting memorization, independent muraja’ah, and completion of memorization targets. Supporting factors include teacher and madrasah leadership support, a religious environment, clear program systems, and parental involvement. Inhibiting factors include differences in students’ memorization abilities, boredom caused by repetitive activities, and inconsistent parental assistance at home.]]>
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