IMPLEMENTASI TASMI’ DALAM PEMBELAJARAN TAHFIDZUL QUR’AN UNTUK PENGUATAN KUALITAS HAFALAN SANTRI DI PONDOK PESANTREN

This research is motivated by the importance of maintaining the quality of Al-Qur'an memorization, which is not only determined by the number of juz achieved, but also by fluency, accuracy of tajwid, makhraj, eloquence, and tartil. This study aims to describe the implementation of tasmi' activities in the Tahfidzul Qur'an learning program, analyze its role in strengthening the quality of memorization, and identify supporting and inhibiting factors in its implementation at the Darul Qur'an Al-Alif Islamic Boarding School in Blora. This study uses a descriptive qualitative approach. Data were obtained through semi-structured interviews, observation, and documentation with informants consisting of caregivers and mentors, administrators/heads of the boarding school, and seven Tahfidzul Qur'an students. Data analysis was carried out through data condensation, data presentation, and drawing and verifying conclusions, with data validity through triangulation of sources and techniques. The research results show that tasmi' activities are integrated with Quran memorization (Tahfidzul Qur'an) learning through the stages of reading, memorizing, recording, reciting, and reviewing. Tasmi' is implemented at memorization milestones of 5, 10, 15, 20, 25, and 30 juz by listening to the memorized verses in a voice-over format. This activity serves as a means of evaluating and maintaining memorization through listening and correction of fluency, accuracy of tajweed, makhraj, fluency, and tartil. Supporting factors include guidance from caregivers, support from parents, administrators, fellow students, and the habit of reviewing. Obstacles include nervousness, forgetfulness, lack of fluency, differences in memorization ability, and difficulty retaining old memorization. Thus, tasmi' is an important part of the process of evaluating and strengthening the quality of students' memorization on an ongoing basis.