Strategies of Al-Qur’an and Hadith Teachers in Improving Students’ Memorization of Short Surah at Madrasah Ibtidaiyah An Najah Haur Kuning
DOI:
https://doi.org/10.67899/ar.v3i2.450Keywords:
Al-Qur’an and Hadith Education, Teacher Strategies, Qur’an MemorizationAbstract
This study aims to analyze the strategies employed by Al-Qur’an and Hadith teachers to improve students’ memorization of short surah and to identify the factors that hinder their implementation at Madrasah Ibtidaiyah An Najah Haur Kuning, Banjar Regency, South Kalimantan. This study employed a qualitative approach with a field research design. Data were collected through observation, interviews, and documentation involving Al-Qur’an and Hadith teachers of Grades IV–VI, students, the madrasah principal, and a parent. Data were analyzed through data reduction, data display, thematic interpretation, and conclusion drawing by relating empirical findings to relevant educational literature. The findings indicate that Grades V and VI implemented six integrated strategies: repetition or drill, habituation, talqin and talaqqi, motivational reinforcement, learning media, and individual-group learning. Grade IV mainly relied on classical repetition without structured memorization targets or systematic individual recitation. The main barriers involved students’ motivation, concentration, cognitive differences, limited parental support, unequal access to learning media, and the absence of uniform memorization standards. The study contributes a cross-grade model showing that memorization quality depends not merely on repetition but on the integration of instructional planning, direct correction, motivation, media, assessment, and school-home collaboration.
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