Strategi Penyusunan Kurikulum Tahfiz Alquran dalam Meningkatkan Mutqin Hafalan Santri di Ma’had Tahfiz Alquran Nur Aisyah

Abstract

Low rates of completing the Qur'an and memorization that is not yet mutqin (firmly mastered) among some students in tahfiz institutions call for a systematically designed curriculum. This study aims to describe the strategy for developing the Qur'an tahfiz curriculum to improve students' mutqin memorization, along with its supporting and inhibiting factors at Ma'had Tahfiz Alquran Nur Aisyah. This study used a qualitative case-study approach at Ma'had Tahfiz Alquran Nur Aisyah, Tanjung Morawa, Deli Serdang, North Sumatra. The subjects were the ma'had leadership, the operational supervisor, tahfiz teachers, and students. Primary data came from interviews and observation, and secondary data from documents and literature. Data were collected through participant observation, semi-structured interviews, and documentation, with the researcher as the main instrument, supported by observation, interview, and documentation guides. Data were analyzed using the interactive model (reduction, display, and conclusion drawing), and validity was tested through source and technique triangulation. The findings show that the curriculum strategy covers planning of measurable targets (two pages daily, two juz monthly, thirty juz in two years) and strict student selection; organizing student numbers and teachers' tasks; implementation through new memorization submissions, daily muroja'ah, and supporting subjects; and evaluation through muroja'ah record books, juz-advancement exams, and comprehensive exams. Supporting factors include foundation support and teacher competence, while inhibiting factors include differing student abilities and limited teachers. A systematic curriculum strategy contributes to improving students' mutqin memorization, evidenced by 139 hafidz graduates.