<![CDATA[This research employed a descriptive qualitative approach. Data were collected through non-participant observation, semi-structured interviews, and documentation, with data sources including the Al-Qur'an Hadith teacher, the school principal, and fifth grade students. The validity of the data was ensured through source triangulation, technique triangulation, and time triangulation.The findings of this research reveal three main conclusions. First, the takrir method was implemented through three main techniques, namely group takrir, independent takrir, and takrir in front of the teacher, carried out sequentially in each learning session through interrelated stages of planning, implementation, and evaluation. Second, the application of the takrir method had a significant positive impact on the quality of students' memorization across three indicators, namely improved memorization fluency, development of recitation accuracy, and a better ability to retain previously memorized surahs. Third, the implementation of the takrir method was supported by student motivation, the active role of the teacher, parental support, and institutional policy; while the inhibiting factors included limited self-regulation ability among fifth grade students, variation in memorization ability among students, limited learning time allocation, and the influence of the play environment.]]>
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