Students’ Lived Experiences of Falling Behind in Qur’an Reading and Memorization during Tahsin-Tahfiz Instruction

This study explores students’ lived experiences of falling behind and responding to difficulties in Qur’an reading and memorization during tahsin-tahfiz instruction at Muhammadiyah 4 High School in Depok. Using a qualitative phenomenological design, the study involved 18 twelfth-grade students selected through purposive sampling. Data were collected through semi-structured interviews, non-participant observations, and learning documents. The analysis involved repeated reading of the data, identification of significant statements, formulation of meanings, grouping of codes into categories, development of themes, and interpretation of the structure of students’ experiences. The findings reveal interconnected themes concerning perceived gaps in memorization, reading fluency, tajwid, recitation, and learning targets; emotional responses, including sadness, fear, shame, anxiety, and concern about making mistakes; self-regulatory and situational challenges, such as limited review, lack of focus, procrastination, and inconsistent practice; support from teachers, peers, family, and the learning environment; and coping strategies involving repetition, independent practice, time management, goal setting, and motivation. For some students, these strategies were accompanied by increased confidence, personal growth, and spiritual meaning. The study highlights a distinction between experiencing learning difficulties and perceiving oneself as falling behind. Some students reported difficulties without feeling left behind, suggesting that this experience is subjective and shaped by self-comparison, learning practices, and social support. Falling behind may create emotional pressure, yet it may also encourage self-regulation and personal change when students receive appropriate support. These findings suggest that tahsin-tahfiz instruction should respond to differences in students’ abilities through realistic learning targets, constructive feedback, regular review, and opportunities for individualized practice.