Psychological Support Strategies of Tahfiz Teachers in Addressing Students’ Qur’anic Memorization Difficulties

Abstract

This study aims to analyze the psychological approaches employed by tahfiz teachers in overcoming students’ difficulties in memorizing the Qur’an and to identify the supporting and inhibiting factors affecting their implementation. The study employed a descriptive qualitative approach using field research. Data were collected through observation, interviews, and documentation involving the madrasah principal, tahfiz teachers, homeroom teachers, and students participating in the tahfiz program. Data were analyzed using the Miles and Huberman interactive model through data reduction, data presentation, and conclusion drawing. The findings indicate that students’ memorization difficulties include forgetfulness, lack of concentration, low motivation, boredom, anxiety, and lack of self-confidence. Tahfiz teachers address these difficulties through spiritual motivation, individual attention, emotional approaches, exemplary conduct, positive habituation, and mental reinforcement. Regular muraja’ah, time discipline, and memorization repetition help maintain memorization and develop students’ self-regulation. Supporting factors include a religious madrasah environment, positive teacher–student emotional relationships, and parental support, while inhibiting factors include differences in students’ abilities, social media use, poor time management, and fluctuating motivation.