The Implementation of Qur’anic Memorization (Tahfidz) and Classical Islamic Text (Kitab Kuning) Learning as Flagship Madrasah Programs at MTs Darul Hamidi NW Batu Mirik

Abstract

This study examined the implementation of Tahfidz Al-Qur’an and Kitab Kuning learning as flagship programs at MTs Darul Hamidi NW Batu Mirik, focusing on their implementation processes and supporting and inhibiting factors. A descriptive qualitative approach was employed. Data were collected through observation, semi-structured interviews, and documentation involving the head of the madrasah, Tahfidz and Nahwu teachers, students, and parents. Data were analyzed through data reduction, data display, and verification, while credibility was established through source and technique triangulation. The findings showed that both programs were systematically implemented through planning, implementation, supervision, and evaluation. The Tahfidz Al-Qur’an program applied takrir and muraja’ah to strengthen memorization, while Kitab Kuning learning employed the Amtsilati method and foundational Nahwu materials. Student grouping according to ability, regular assessments, additional guidance, and motivational activities supported program implementation. The main supporting factors were parental support, student motivation, teacher competence, and available learning facilities. Meanwhile, major obstacles included limited facilities, restricted instructional time, differences in students’ foundational abilities, and the limited availability of teachers with specialized expertise. The study concludes that integrating Tahfidz Al-Qur’an and Kitab Kuning can strengthen madrasah education by integrating Qur’anic memorization, Islamic knowledge, and character development. Effective implementation requires systematic management, competent teachers, continuous evaluation, and sustained collaboration between madrasahs and families.