This research was motivated by the declining quality of memorization of students at the Al Muslimun Putri Islamic Boarding School in Magetan due to the lack of repetition or muraja’ah (recitation) process and the busyness of the boarding school activities. Therefore, a structured memorization strengthening program through the tasmi’ method is needed. This study aims to determine the planning process, implementation, and supporting and inhibiting factors of the 30-Juz recitation method in one sitting to maintain and strengthen memorization in students at the Al Muslimun Putri Islamic Boarding School in Magetan.
This study used a qualitative approach with a descriptive approach. Data collection techniques included observation, interviews, and documentation. The research subjects consisted of the Islamic boarding school leadership, female tahfidz assistants, and students participating in the 30-Juz recitation program in one sitting. Data analysis used the data analysis technique developed by Miles, Huberman, and Saldana, which involved data reduction, data presentation, and conclusion drawing. Data validity was assessed through credibility, transferability, dependability, and confirmability tests.
The results showed that: (1) The planning of the tasmi’ program was structured and systematic, encompassing three main interrelated aspects: activity planning, implementation schedule planning, memorization reinforcement planning, and the person responsible for the program. (2) The implementation of the tasmi’ method is carried out through three systematic and continuous stages, namely the preparation stage, students carry out intensive muraja’ah to strengthen memorization, at the implementation stage students submit memorization sequentially in front of all female teachers and students. At the evaluation stage students receive notes on errors and memorization corrections as a reference for improving memorization. The implementation of the tasmi’ method has a positive impact on student memorization, such as increasing the quality of memorization, discipline in muraja’ah, and students’ self-confidence. (3) Supporting factors for the implementation of the tasmi’ program include the motivation of female teachers, parental support, a conducive boarding school environment, support from fellow students, and students’ enthusiasm in maintaining memorization. Meanwhile, inhibiting factors include lack of time management, laziness in muraja’ah, physical fatigue, drowsiness, and lack of focus during the tasmi’ implementation.
Keywords: Implementation of the Tasmi' Method, Tasmi' 30 Juz in One Sitting, Maintaining and Strengthening Memorization