Tahfiz Al-Qur`an Learning Management of Integrated Islamic Early Childhood Education

Abstract

This research aims to describe and analyze the tahfiz Al-Qur'an learning management of Integrated Islamic Early Childhood Education. The study employed a qualitative descriptive multi-site design approach, collecting data through interviews, observations, and documentation. Data analysis consisted of two stages: site-specific data analysis and cross-site data analysis, using the Miles & Huberman model analysis technique. The validity of the data is examined through data triangulation. The research findings regarding the management of tahfiz Al-Qur'an learning of Integrated Islamic Early Childhood Education include: 1) Planning for tahfiz Al-Qur'an learning of Integrated Islamic Early Childhood Education is tailored based on the curriculum of each school, generally covering memorization targets, strategies, methods, learning schedules, and tahfiz Al-Qur'an programs for a specific period; 2) Implementation of tahfiz Al-Qur'an learning of Integrated Islamic Early Childhood Education can be conducted both classically and individually, by special tahfiz Al-Qur'an teachers or class teachers who also serve as memorization teachers. Generally, the stages of activities carried out are similar, including initial activities such as repetition of memorization, core activities such as adding tahfiz Al-Qur'an, and closing activities such as recalling newly memorized verses for the day, along with recitation of tashdiq and/or kafaratul majelis prayers; 3) Evaluation of tahfiz Al-Qur'an learning is conducted by tahfiz Al-Qur'an teachers in three time periods: daily evaluation, monthly evaluation, and semester evaluation. The evaluation system involves students submitting their memorization to the memorization teacher. Evaluation tools include achievement books/daily communication books, monthly report sheets, and report books for semester evaluations.