STRATEGI GURU PEMBIMBING TAHFIZ QUR’AN DALAM MENINGKATKAN KEMAMPUAN HAFALAN AL-QUR’AN DI KELAS IV SDS IT SULTHONIYAH SAMBAS TAHUN AJARAN 2024-2025

Abstract

The purpose of this research is to reveal 1) the supporting and inhibiting factors in guiding students to memorize the Qur’an among Grade IV students of SDS IT Shultoniyah Sambas in the academic year 2024–2025, and 2) the strategies used by teachers in guiding Qur’an memorization for Grade IV students of SDS IT Shultoniyah Sambas in the academic year 2024–2025. This research employed a qualitative approach with a phenomenological research design. Data collection techniques included interviews, observations, and documentation. The data analysis techniques applied were data reduction, data presentation, and drawing conclusions. The results of the study indicate that:1) The supporting and inhibiting factors in guiding students to memorize the Qur’an among Grade IV students of SDS IT Shultoniyah Sambas in the academic year 2024–2025 are as follows: supporting factors include (a) high motivation that encourages enthusiasm in memorization, (b) young age that enables easier absorption of memorization, and (c) a supportive learning environment. The inhibiting factors include (a) laziness that reduces consistency, (b) difficulty in managing time due to other activities, and (c) infrequent repetition that weakens memory retention. 2) The strategies used by teachers in guiding Qur’an memorization among Grade IV students of SDS IT Shultoniyah Sambas in the academic year 2024–2025 include: (a) Multiple Repetition Strategy, which aims to help students avoid easily forgetting their Qur’an memorization; (b) Not Proceeding to the Next Verse before the Current Verse is Fully Memorized, which ensures students truly understand their memorization and makes it easier to memorize further verses; (c) Memorizing the Sequence of Verses as a Whole after the Verses are Fully Memorized; (d) Understanding the Meaning of the Verses being Memorized; and (e) Reciting the Memorization to a Mentor.