IMPLEMENTASI PROGRAM TAHFIDZ ON THE STREET DALAM MENINGKATKAN MOTIVASI KUALITAS HAFALAN SISWA SD MUHAMMADIYAH 1 KEBOMAS GRESIK

Abstract

Perkembangan media sosial dan teknologi digital telah memengaruhi kebiasaan belajar siswa sekolah dasar, termasuk dalam hal konsistensi hafalan Al-Qur’an. Paparan konten video pendek dan multitasking digital terbukti menurunkan kemampuan memori prospektif siswa serta mengganggu konsentrasi belajar. SD Muhammadiyah 1 Kebomas (SDMURI) merespons tantangan ini dengan menginisiasi program Tahfidz On The Street, yaitu kegiatan hafalan Al-Qur’an yang dilaksanakan setiap hari Jumat pagi di lapangan sekolah. Penelitian ini bertujuan untuk mengeksplorasi pelaksanaan program, faktor pendukung dan penghambatnya, serta dampaknya terhadap hafalan dan prestasi siswa. Menggunakan pendekatan kualitatif, data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan analisis dokumen. Hasil penelitian menunjukkan bahwa program ini meningkatkan konsistensi hafalan, kualitas tajwid, dan kepercayaan diri siswa dalam menyetorkan hafalan tanpa mengganggu prestasi akademik. Temuan ini juga menunjukkan bahwa keterlibatan sekolah yang kuat dapat mengompensasi kurangnya peran orang tua dalam pembinaan spiritual. Program ini berpotensi menjadi model pembelajaran tahfidz kontekstual dan adaptif terhadap tantangan era digital. Penelitian selanjutnya disarankan untuk menelaah integrasi peran keluarga dan teknologi dalam mendukung penguatan hafalan siswa. The rise of social media and digital technology has altered elementary students’ learning habits, including their consistency in memorizing the Qur’an. Exposure to short-form video content and digital multitasking has been shown to reduce students’ prospective memory and impair learning focus. In response, SD Muhammadiyah 1 Kebomas (SDMURI) initiated the Tahfidz On The Street program, a Qur’anic memorization activity conducted every Friday morning in the schoolyard. This study aimed to explore the program’s implementation, supporting and inhibiting factors, and its impact on students’ memorization consistency and academic achievement. Using a qualitative approach, data were collected through participant observation, in-depth interviews, and document analysis. Findings revealed that the program significantly improved students' memorization consistency, tajwid accuracy, and confidence in reciting, without disrupting academic performance. Interestingly, strong institutional support compensated for the lack of parental involvement in students’ spiritual development. This program presents a promising contextual model of tahfidz education adapted to digital-era challenges. Future research is encouraged to explore family and technology integration in strengthening students’ Qur’anic memorization.The rise of social media and digital technology has altered elementary students’ learning habits, including their consistency in memorizing the Qur’an. Exposure to short-form video content and digital multitasking has been shown to reduce students’ prospective memory and impair learning focus. In response, SD Muhammadiyah 1 Kebomas (SDMURI) initiated the Tahfidz On The Street program, a Qur’anic memorization activity conducted every Friday morning in the schoolyard. This study aimed to explore the program’s implementation, supporting and inhibiting factors, and its impact on students’ memorization consistency and academic achievement. Using a qualitative approach, data were collected through participant observation, in-depth interviews, and document analysis. Findings revealed that the program significantly improved students' memorization consistency, tajwid accuracy, and confidence in reciting, without disrupting academic performance. Interestingly, strong institutional support compensated for the lack of parental involvement in students’ spiritual development. This program presents a promising contextual model of tahfidz education adapted to digital-era challenges. Future research is encouraged to explore family and technology integration in strengthening students’ Qur’anic memorization.