Tri Kurniawan. 2026. The Strategies of Tahfiz Teachers in Overcoming the Problems of Qur'an Memorization at MTs Tahfiz Al-Qur'an Al-Barokah Purwantoro Wonogiri. Undergraduate Thesis. Islamic Religious Education Study Program, Faculty of Islamic Studies, Universitas Muhammadiyah Ponorogo. Advisors: (1) Dr. Happy Susanto, M.A., and (2) Dr. Wawan Kusnawan, M.Pd.I.

Keywords: tahfiz teacher strategies, problems of Qur'an memorization, tahfiz learning, students.

This research was motivated by various problems faced by students in memorizing the Qur'an, including low motivation, difficulties in maintaining memorized verses, differences in memorization abilities, as well as environmental influences and the use of digital devices. These conditions require tahfiz teachers to implement appropriate learning strategies so that the process of memorizing the Qur'an can be carried out effectively. This study aims to describe: (1) the implementation of Qur'an memorization learning at MTs Tahfiz Al-Qur'an Al-Barokah Purwantoro Wonogiri; (2) the strategies employed by tahfiz teachers in overcoming problems in Qur'an memorization; and (3) the supporting and inhibiting factors in the implementation of tahfiz learning.

This research employed a qualitative approach with a field research design. Data were collected through interviews, observations, and documentation, involving the head of the madrasah, tahfiz coordinator, tahfiz teachers, and students as supporting data sources. Data analysis used the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. Data validity was established through source triangulation.

The results showed that tahfiz learning was implemented systematically through joint prayers, muraja'ah (reviewing memorized verses), memorization recitation sessions, the addition of new memorization, grouping students according to their abilities, and periodic memorization evaluations. The strategies employed by tahfiz teachers in overcoming problems in Qur'an memorization included habituating students to conduct muraja'ah, providing individual guidance, continuously motivating students, applying the talaqqi and takrir methods, and establishing intensive cooperation with parents. The supporting factors included teacher competence, a religious school environment, parental support, and students' motivation. Meanwhile, the inhibiting factors included low motivation, weak muraja'ah practices, differences in memorization abilities, the influence of digital device use, and insufficient parental assistance at home. This study concludes that the success of a tahfiz program is determined not only by memorization methods but also by the implementation of comprehensive and sustainable teacher strategies, supported by synergy among the school, family, and students.