Strategi Pengajar dalam Mengatasi Kesulitan Hafalan Al-Qur’an Santri di Rumah Tahfiz Nurul Qur’an Banjarmasin
DOI:
https://doi.org/10.67899/jhe.v3i1.253Keywords:
Instructor Strategies, Memorization Difficulties, , Quranic MemorizationAbstract
This study aims to analyze the implementation of instructors’ strategies in addressing Quranic memorization difficulties among students (santri) at Rumah Tahfiz Nurul Qur’an and to identify the supporting and inhibiting factors affecting their effectiveness. The study employed a qualitative field research approach, with data collected through observation, interviews, and documentation. The findings show that instructors implemented the 10-10-10 Method, achievement books, direct correction of tajwid and makhorijul huruf, a Special Guidebook, motivational reinforcement, and parental communication through WhatsApp. These strategies were supported by a holistic evaluation system, parental involvement, and methodological flexibility. However, their implementation was constrained by students’ limited independent muroja’ah at home, predominantly social motivation, gadget distractions, and discontinuation of Quranic studies after elementary school. The novelty of this study lies in its identification of an integrated instructional strategy that combines repetitive memorization, tajwid and makhraj correction, structured monitoring, motivation, and parent-teacher communication within a single tahfiz learning framework. This integrated approach provides a practical model for addressing both technical and motivational dimensions of Quranic memorization difficulties.
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