Manajemen program Tahfiz Al-Qur’an berbasis Spaced and Massed Learning untuk meningkatkan kemampuan hafalan siswa di SMA Islam Terpadu: Studi kasus di SMAIT As-Syifa Boarding School Wanareja Subang

Gozali, Gozali (2026) Manajemen program Tahfiz Al-Qur’an berbasis Spaced and Massed Learning untuk meningkatkan kemampuan hafalan siswa di SMA Islam Terpadu: Studi kasus di SMAIT As-Syifa Boarding School Wanareja Subang. Doktoral thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA: Penelitian ini dilatarbelakangi urgensi penguatan manajemen program Tahfiz Al-Qur’an pada jenjang SMA Islam Terpadu yang tidak hanya berorientasi pada capaian kuantitatif hafalan, tetapi juga pada kualitas, ketahanan, dan keberlanjutannya. Meskipun menjadi visi kelembagaan, implementasi program masih menghadapi persoalan pada aspek perencanaan, pengorganisasian, pelaksanaan, dan evaluasi yang berdampak pada lemahnya taṯbīt, inkonsistensi murāja’ah, serta belum optimalnya pengelolaan beban belajar. Oleh karena itu, diperlukan model manajemen berbasis strategi Spaced Learning dan Massed Learning untuk memperkuat retensi dan stabilitas hafalan secara sistematis. Penelitian ini bertujuan menganalisis manajemen program Tahfiz Al-Qur’an berbasis Spaced and Massed Learning yang meliputi perencanaan, pengorganisasian, pelaksanaan, dan evaluasi dalam meningkatkan kemampuan hafalan siswa pada dimensi ḥifẓ, taṯbīt, dan konsistensi murāja’ah, serta mengidentifikasi faktor pendukung, penghambat, dan tingkat keberhasilan implementasinya. Kerangka berpikir penelitian menekankan integrasi Massed Learning untuk meningkatkan intensitas hafalan dan Spaced Learning untuk memperkuat retensi melalui pengulangan bertahap dalam fungsi manajemen program. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui wawancara dengan pimpinan sekolah, pengelola program, guru tahfiz Al-Qur’an, dan siswa, observasi pelaksanaan evaluasi hafalan, serta studi dokumentasi. Analisis data menggunakan model Creswell melalui tahap pengorganisasian data, koding, pengembangan tema, dan penyajian naratif. Uji keabsahan data dilakukan melalui triangulasi, klarifikasi bias, dan analisis informasi negatif. Hasil penelitian menunjukkan bahwa manajemen program Tahfiz Al-Qur’an berbasis Spaced and Massed Learning untuk meningkatkan kemampuan hafalan siswa SMAIT, yaitu: (1) Perencanaan didukung oleh kebijakan sekolah, program tahunan, program semesteran, silabus, dan RPP. (2) Pengorganisasian mencakup, pengelolaan guru program Tahfiz Al-Qur’an; struktur, kriteria dan pengembangan guru Tahfiz Al-Qur’an, serta pengelolaan siswa; jadwal, pengelompokan dan pengelolaan siswa berbasis Spaced and Massed Learning. (3) Pelaksanaan melalui tahapan kegiatan awal, inti, dan penutup yang mengintegrasikan Spaced Learning dan Massed Learning. (4) Evaluasi dilakukan secara formatif dan sumatif, disertai remedial. (5) Faktor pendukung meliputi internal; kompetensi guru, motivasi siswa, fasilitas, dan sistem evaluasi serta eksternal; dukungan orang tua dan kemitraan lembaga. Adapun hambatan mencakup internal; keterbatasan waktu, fluktuasi motivasi, dan monitoring belum optimal dan eksternal; dukungan orang tua belum merata serta minimnya pelatihan guru Tahfiz Al-Qur’an. (6) Program menunjukkan keberhasilan dan peningkatan pada aspek ḥifẓ, taṯbīt, dan konsistensi murāja’ah. ENGLISH: This study is motivated by the urgency of strengthening the management of the Tahfiz Al-Qur’an program at the Integrated Islamic Senior High School level, which should not only focus on quantitative memorization achievement but also on the quality, stability, and sustainability of students’ memorization. Although the program has become part of the institution’s vision, its implementation still faces challenges in planning, organizing, actuating, and controlling, which result in weaknesses in taṯbīt, inconsistent murāja’ah, and suboptimal management of learning load. Therefore, a management model based on Spaced and Massed Learning strategies is needed to strengthen memorization, retention, and stability systematically. This study aims to analyze the management of the Tahfiz Al-Qur’an program based on Spaced and Massed Learning, covering planning, organizing, implementation, and evaluation in improving students’ memorization ability in the dimensions of ḥifẓ, taṯbīt, and consistency of murāja’ah, as well as identifying the supporting and inhibiting factors and analyzing the level of success of its implementation. The research framework emphasizes integrating Massed Learning to intensify memorization and Spaced Learning to strengthen retention through gradual repetition within the program management functions. This study employs a qualitative approach using a case study method. Data were collected through interviews with school leaders, program administrators, Tahfiz Al-Qur’an teachers, and students, observations of memorization evaluation activities, and documentation studies. Data analysis follows Creswell’s model through the stages of data organization, coding, theme development, and narrative presentation. Data validity is ensured through triangulation, bias clarification, and negative case analysis. The findings indicate that the management of the Tahfiz Al-Qur’an program based on Spaced and Massed Learning to improve students’ memorization ability in Integrated Islamic Senior High Schools includes: (1) planning supported by school policies, annual programs, semester programs, syllabi, and lesson plans; (2) organizing, which includes the management of Tahfiz teachers—covering structure, criteria, and teacher development—as well as student management, including scheduling, grouping, and management based on Spaced and Massed Learning; (3) implementation through initial, core, and closing learning activities integrating Spaced Learning and Massed Learning; (4) evaluation conducted both formatively and summatively, accompanied by remedial programs; (5) supporting factors include internal aspects such as teacher competence, student motivation, facilities, and evaluation systems, as well as external aspects such as parental support and institutional partnerships. Meanwhile, inhibiting factors include internal aspects such as limited time, fluctuating motivation, and suboptimal monitoring, and external aspects such as uneven parental support and limited training for Tahfiz teachers; and (6) the program demonstrates success and improvement in the aspects of ḥifẓ, taṯbīt, and consistency of murāja’ah.

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