<![CDATA[Purpose of the study: This study examines how the One Day One Ayat innovation supports students’ Qur’an memorization through organizational arrangements, instructional practices, and evaluation, while identifying conditions that facilitate or constrain implementation. Method: A qualitative descriptive design involved thirteen purposively selected participants: eight students, four homeroom teachers, and one lead teacher. Data were collected through interviews, observations, and document review. Analysis followed data condensation, data display, and conclusion verification. Credibility was addressed through methodological and source triangulation. Main Findings: Implementation combined school leadership, teacher coordination, a dedicated morning schedule, and ODOA books. Instruction involved modeled recitation, collective repetition, explanations of meaning, independent memorization, individual recitation, and correction. Monthly evaluations examined fluency, verse sequence, tajwid, and letter articulation. Participants described opportunities to expand and strengthen memorization, although progress varied with reading proficiency, prior familiarity, motivation, and revision habits. Limited time and inconsistent independent practice constrained participation. Completed records did not always correspond to demonstrated recitation, and accounts differed regarding responsibility for recording achievement. Novelty/Originality of this study: The study distinguishes program implementation, recorded attainment, and demonstrated retention as related but separate dimensions of evaluation. This distinction challenges the assumption that routine participation and completed monitoring records adequately establish sustained memorization. Contributions of this study: The findings inform program development through differentiated assistance, cumulative revision, consistent assessment criteria, and verified recording procedures. They connect organizational support with everyday instructional processes in school Qur’an memorization. Evidence supports conclusions about implementation and perceived learning opportunities, while the small sample and absence of verified longitudinal achievement data limit generalization and causal claims. Further research should examine longer-term retention across schools using repeated performance assessments.]]>
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