PERBANDINGAN IMPLEMENTASI PROGRAM TAHFIDZ AL-QUR’AN PADA SISTEM ASRAMA DAN PULANG HARI DI SMP IT AL UMM SMART CENTRE

Abstrak Penelitian ini menguji bagaimana satu kurikulum tahfidz Al-Qur’an diimplementasikan pada dua konfigurasi layanan, yaitu program asrama (boarding) dan program pulang hari (full-day), di SMP IT Al Umm Smart Centre, Sumatera Utara. Penelitian kualitatif ini menggunakan desain studi kasus tunggal dengan beberapa unit analisis (embedded single-case study). Data dikumpulkan melalui wawancara mendalam, observasi lapangan, dan studi dokumen dari 15 partisipan terpilih (1 Kepala Sekolah, 1 Koordinator Tahfidz/Guru Tahfidz, 1 Guru Tahfidz, 1 Musyrif Asrama, 6 siswa asrama, dan 6 siswa pulang hari, lalu dianalisis menggunakan teknik analisis data kualitatif model interaktif. Temuan penelitian mengindikasikan bahwa kedua program berbagi visi kelembagaan, kerangka akademik, dan kriteria mutu kelulusan yang sama, namun berbeda pada alokasi target kuantitatif hafalan, struktur waktu, alur pengawasan, dan lingkungan sosial. Metode tahfidz yang digunakan secara formal identik pada kedua program. Keterkaitan perbedaan capaian hafalan yang dilaporkan informan tampak berkaitan dengan konteks implementasi, terutama alur tanggung jawab pengawasan dan alokasi waktu pembinaan. Informan melaporkan volume hafalan dan kesiapan setoran yang lebih tinggi pada siswa asrama, namun hal ini dipengaruhi oleh motivasi awal siswa, perbedaan beban target, serta keterbatasan penilaian kelancaran (itqan) yang bersifat kualitatif-subjektif. Sebagai kontribusi pemikiran, penelitian ini merumuskan Model Manajemen Tahfidz Adaptif Empat Lapis yang berbasis kemitraan sekolah–keluarga. Model ini merupakan usulan konseptual yang dikembangkan dari analisis kasus dan masih memerlukan pengujian empiris lanjutan untuk menilai efektivitasnya pada program pulang hari. Kata Kunci: Tahfidz Al-Qur’an; Program Asrama; Program Pulang Hari; Implementasi Tahfidz; Pengawasan Pembelajaran; Kemitraan Sekolah–Keluarga. Abstract This study examines how a single tahfidz Al-Qur’an curriculum is implemented under two service delivery configurations, namely the boarding and full-day programs, at SMP IT Al Umm Smart Centre, North Sumatra. This qualitative research employed an embedded single-case study design. Data were collected through in-depth interviews, field observations, and document analysis involving 15 purposively selected participants (1 Principal, 1 Tahfidz Coordinator/Teacher, 1 Tahfidz Teacher, 1 Dormitory Supervisor, 6 boarding students, and 6 full-day students, and analyzed using interactive qualitative data analysis techniques. Findings indicate that both programs share the same institutional vision, academic framework, and graduation quality standards, yet differ in quantitative memorization targets, time structure, supervision accountability chains, and social environment. The formal memorization methods used are identical across both programs. Variations in memorization progress reported by informants appear to be associated with implementation context, particularly the supervision chain and time allocation. Informants reported higher memorization volume and daily readiness among boarding students; however, these reported outcomes were influenced by initial student motivation, differing target baselines, and the subjective nature of fluency (itqan) evaluations. As a conceptual contribution, this study proposes a Four-Layer Adaptive Tahfidz Management Model based on school–family partnerships. This model serves as a conceptual proposition derived from case analysis and requires further empirical testing to evaluate its effectiveness in full-day programs. Keywords: Qur’an memorization; boarding program; full-day program; tahfidz implementation; learning supervision; school–family partnership.