<![CDATA[This study is motivated by the need for non-formal tahfidz learning that is more adaptive to students’ conditions, particularly those experiencing cognitive fatigue after participating in formal school activities. Previous studies on tahfidz have tended to focus on the effectiveness of classical methods in Islamic boarding schools or formal schools; therefore, pedagogical adaptation based on learning styles in the context of tahfidz shadow education remains underexplored. This study aims to describe the process of diagnosing learning readiness, the implementation of adaptive tahfidz based on visual, auditory, and motor-kinesthetic modalities, and its implications for students’ learning comfort and memorization stability at Bimbel Al-Fattah Pekalongan. This research employed a qualitative approach with a case study design. Data were obtained from two tutors, two students, and two parents through participatory observation, in-depth interviews, and documentation. The data were then analyzed through data condensation, data display, and conclusion drawing. The findings indicate that adaptive tahfidz begins with a diagnosis of students’ physical condition, emotional state, enthusiasm, and learning profiles and is subsequently implemented through color-coded Qur’anic texts, talaqqi, talqin, murottal, and controlled movements. This strategy enhances learning comfort, reduces boredom, minimizes resistance to Qur’anic recitation, and maintains the quality of mutqin memorization. This study concludes that adaptive tahfidz contributes to a neuro-educational pedagogical design that is personal, empathetic, and differentiated for non-formal tahfidz institutions.]]>
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