Qur’anic Tahfidz Education Management for Strengthening Students’ Character

Abstract

This study examines the management of Qur’anic tahfidz education in improving students’ character at MI El Rahmah Surabaya and MIN 2 Lumajang and develops an integrated management model based on cross-case findings. The study employed a qualitative approach with a multi-case design. Data were collected through participant observation, semi-structured in-depth interviews, and documentation involving madrasah principals, tahfidz teachers, students, and parents. Data analysis followed data condensation, data display, and conclusion drawing/verification, supported by within-case and cross-case analysis. Data trustworthiness was established through credibility, dependability, and confirmability procedures. The findings indicate that tahfidz management operates through interconnected planning, implementation, evaluation, and follow-up processes. Planning establishes measurable memorization targets, schedules, teacher preparation, student grouping, and character objectives. Implementation integrates talaqqi, tikrar, muroja’ah, teacher mentoring, and school–family collaboration. Evaluation combines memorization assessment, tasmi’, behavioral observation, parental monitoring, and institutional reflection to support continuous improvement. Cross-case synthesis generated the Qur’anic Character-Based Tahfidz Education Management (QCTEM) model, integrating inputs, managerial processes, Qur’anic values, outputs, and character outcomes. The model positions Qur’anic values as both managerial principles and educational outcomes and integrates moral knowing, moral feeling, and moral action into the management cycle. QCTEM demonstrates that tahfidz education can move beyond memorization achievement toward a systematic, collaborative, character-oriented, and sustainable model of Islamic educational management. This model also emphasizes institutional commitment and continuous quality improvement mechanisms.