Strategi Guru Tahfiz dalam Memotivasi Siswa Menghafal al-Qur’an di SMPN 6 Gunung Talang Kabupaten Solok Tahfiz Teachers’ Strategies for Motivating Students to Memorize the Qur’an at SMPN 6 Gunung Talang in Solok Regency

Abstract

Tahfiz teachers’ strategies for motivating students to memorize the Qur’an are important for sustaining school tahfiz programs. However, studies specifically describing these strategies in the context of public junior high schools remain limited. This study aimed to analyze the strategies used by tahfiz teachers to motivate students to memorize the Qur’an at SMP Negeri 6 Gunung Talang, Solok Regency, and to identify the factors supporting and hindering their implementation. This study employed a descriptive qualitative approach with a field research design. The research informants comprised tahfiz teachers, eighth-grade students participating in extracurricular tahfiz activities, and the principal, who were selected through purposive sampling. Data were collected through observations, interviews, and documentation and subsequently analyzed through data reduction, data presentation, and conclusion drawing. The results showed that tahfiz teachers motivated students by explaining the purposes and virtues of memorizing the Qur’an, providing recognition through praise and simple rewards, applying the wahdah, muraja’ah, and talaqqi methods, and providing personalized guidance according to students’ abilities. Factors supporting the implementation of tahfiz activities included support from the school, parents, and teachers, as well as the availability of facilities and a learning environment. The inhibiting factors included differences in students’ abilities, limited time, suboptimal implementation of muraja’ah at home, students’ demanding schedules, and a less conducive environment. These findings confirm that motivation to memorize the Qur’an requires a combination of spiritual reinforcement, recognition, appropriate methods, individualized guidance, and environmental support. This study provides practical implications for developing adaptive, collaborative, and sustainable tahfiz mentoring strategies in schools.