<![CDATA[The effectiveness of Qur’anic memorization depends partly on instructional strategies that support recitation fluency and long-term retention. However, students at MTs Makarimal Akhlak demonstrate limited recitation fluency and memorization quality, highlighting the need for more structured learning approaches. This study examines the effect of the takrir strategy, which emphasizes systematic repetition, on students’ Qur’anic recitation fluency and memorization retention. A quantitative approach was employed using a quasi-experimental design with a nonequivalent control group and a posttest-only framework. The participants were eighth-grade students from MTs Makarimal Akhlak, with 31 students in the control group, Class VIII A, and students from Class VIII B assigned to the experimental group. Data were collected through direct observation, oral Qur’anic memorization tests, and documentation. The findings revealed a statistically significant difference in students’ recitation fluency and memorization performance, with a reported two-tailed significance value of 0.001, below the 0.05 threshold. These findings suggest that systematic repetition through the takrir strategy may support Qur’anic memorization learning. This study contributes empirical evidence to the development of instructional strategies for Qur’anic education, particularly in strengthening recitation fluency and memorization retention. Further research involving larger samples, baseline measurements, and effect-size analysis is needed to establish the magnitude and generalizability of the observed effects.]]>
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