Implementasi Kegiatan Ekstrakurikuler Tahfidz Qur'an Dalam Membentuk Sosial Emosional Dan Moral Siswa SMP Al Amanah Kota Tangerang Selatan

Penelitian ini bertujuan menganalisis implementasi kegiatan ekstrakurikuler Tahfidz Al-Qur’an pada jenjang SMP non-pesantren di wilayah urban serta efektivitasnya dalam membentuk kompetensi sosial-emosional dan tindakan moral peserta didik. Desain penelitian menggunakan pendekatan kualitatif dengan studi kasus di SMP Al Amanah. Informan dipilih secara purposive dan snowball (guru pembina Tahfidz, siswa kelas VII, wakil kepala sekolah bidang kesiswaan, serta orang tua). Data dikumpulkan melalui observasi partisipan-moderat pada sesi setoran, murāja‘ah, tasmi‘, dan rapat program; wawancara semi-terstruktur; serta studi dokumen (SOP, buku penilaian, notulen, kalender kegiatan). Hasil menunjukkan implementasi berjalan pada tiga lapis: (1) pedagogis—ritme latihan terstruktur (setoran–murāja‘ah–tasmi‘–muroqobah) dengan target bertingkat; (2) kultural—integrasi dengan peringatan hari besar keagamaan dan kultur sekolah Qur’ani; (3) manajerial—rapat berkala, pembagian peran, serta monitoring sederhana berbasis dokumen. Efektivitas tampak pada penguatan disiplin, regulasi diri, kerja sama, empati, dan indikasi tindakan moral (tanggung jawab dan kepedulian). Disimpulkan, Tahfidz berfungsi sebagai sistem pembiasaan terstruktur yang efektif menumbuhkan karakter pada remaja SMP bila ditopang tata kelola konsisten dan ekologi dukungan lintas pihak. This study aims to analyze the implementation of extracurricular Quran memorization activities at a non-Islamic junior high school in an urban area and its effectiveness in developing students' social-emotional competencies and moral behavior. The research design employed a qualitative approach with a case study at Al Amanah Junior High School. Informants were selected purposively and through snowball sampling (Tahfidz mentor teachers, seventh-grade students, the vice principal for student affairs, and parents). Data were collected through moderated participant observation during deposit sessions, murāja'ah (recitation gatherings), tasmi' (recitation gatherings), and program meetings; semi-structured interviews; and document review (SOPs, assessment books, minutes, and activity calendars). The results show that implementation occurs at three levels: (1) pedagogical—a structured training rhythm (deposit–murāja‘ah–tasmi‘–muroqobah) with tiered targets; (2) cultural—integration with religious holiday commemorations and the Qur'anic school culture; (3) managerial—regular meetings, role allocation, and simple document-based monitoring. Effectiveness is evident in strengthening discipline, self-regulation, cooperation, empathy, and indications of moral action (responsibility and concern). It is concluded that Tahfidz functions as a structured habituation system that effectively fosters character in junior high school adolescents when supported by consistent governance and an ecology of cross-stakeholder support.