Implementation of the Tahfiz Program in Enhancing Students' Self-Regulation
DOI:
https://doi.org/10.33511/qiroah.v16n1.94-106Keywords:
Tahfiz program, self-regulation, independent learning, character educationAbstract
Self-regulation is a crucial ability that supports students’ success in Quranic memorization activities, as it requires discipline, motivation, time management, and self-control. However, students demonstrate varying levels of self-regulation, highlighting the need for educational programs that foster its development. This study aims to analyze the implementation of the tahfiz program and examine its role in enhancing students’ self-regulation. The study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation involving the principal, vice principal for Ismuba affairs, tahfiz teachers, classroom teachers, and fourth-grade students at a Muhammadiyah elementary school. Data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that the tahfiz program was implemented through three stages: planning, implementation, and evaluation. The program contributed to the development of students’ self-regulation in metacognitive, motivational, and behavioral dimensions, as reflected in their ability to manage memorization activities, maintain learning motivation, demonstrate discipline, and regulate their behavior during the learning process. The study implies that the tahfiz program serves as an effective Islamic educational strategy for fostering self-regulation, discipline, and independent learning among students.
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