Strategi Guru Dalam Meningkatkan Kemampuan Hafalan Anak Usia Dini Melalui Pembelajaran Yang Menyenangkan Pada Anak Usia 5-6 Tahun Di Tkit Ar-Risalah Samarinda

Quranic memorization learning in early childhood often faces challenges such as short attention spans and boredom caused by monotonous repetition methods, leading to mood fluctuations and low memory retention. Recognizing the importance of laying a solid memorization foundation early on, an instructional strategy that bridges recitation accuracy with children's psychological traits is urgently required. This study aims to analyze teachers’ strategies for integrating the talaqqi/musyāfahah method with a joyful learning approach to improve Qur’an memorization skills among children aged 5–6 years at TKIT Ar-Risalah Samarinda. This descriptive qualitative study employs a teacher-researcher design, in which the researcher independently serves as the sole teacher as well as the primary data collector. The research subjects consisted of 1 main teacher and 16 Class B3 students. Data were collected through direct observation, self-reflection journals, audio-visual recordings, and documentation of mutaba'ah book recapitulations. Data analysis was conducted interactively (reduction, presentation, and conclusion drawing), and its validity was tested through triangulation of techniques and sources. The results showed that memorization planning was arranged gradually (1–2 verses per day) based on differentiation. The learning implementation combined auditory modeling (talaqqi) with game-based learning, kinetic ice-breaking, and positive reinforcement. This integrative strategy was proven to have a significant influence on three indicators: (1) improving the accuracy of makhraj pronunciation and basic tajwid in real-time; (2) fostering children’s confidence and independence in reciting their memorization; and (3) strengthening memorization retention through multisensory engagement without triggering cognitive fatigue. Obstacles in the form of short attention spans and fluctuating moods were successfully eliminated through break time and interactive games. This study concludes that accuracy in Qur’an memorization rules among pre-literacy children is best achieved when aligned with children’s positive emotional regulation needs. ABSTRAK Pembelajaran hafalan Al-Qur'an pada anak usia dini sering kali menghadapi kendala seperti rentang perhatian yang singkat dan kejenuhan akibat metode pengulangan yang monoton, yang memicu fluktuasi mood serta rendahnya retensi ingatan anak. Mengingat pentingnya penanaman fondasi hafalan sejak dini, diperlukan strategi pembelajaran yang mampu menjembatani presisi kaidah bacaan dengan karakteristik psikologis anak. Penelitian ini bertujuan untuk menganalisis strategi guru dalam mengintegrasikan metode talaqqi/musyāfahah dengan pendekatan pembelajaran yang menyenangkan (joyful learning) guna meningkatkan kemampuan hafalan Al-Qur’an anak usia 5–6 tahun di TKIT Ar-Risalah Samarinda. Penelitian kualitatif deskriptif ini menggunakan desain teacher researcher, di mana peneliti bertindak mandiri sebagai pengajar tunggal sekaligus pengumpul data utama. Subjek penelitian meliputi 1 orang guru utama dan 16 peserta didik Kelas B3. Data dikumpulkan melalui observasi langsung, jurnal refleksi diri, rekaman audio-visual, dan dokumentasi rekapitulasi buku mutaba'ah. Analisis data dilakukan secara interaktif (reduksi, penyajian, dan penarikan kesimpulan) serta diuji keabsahannya melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa perencanaan hafalan disusun secara bertahap (1–2 ayat per hari) berbasis diferensiasi. Pelaksanaan pembelajaran memadukan pemodelan auditori (talaqqi) dengan game-based learning, ice breaking kinetik, dan positive reinforcement. Strategi integratif ini terbukti memberikan pengaruh signifikan terhadap tiga indikator: (1) meningkatkan akurasi pelafalan makhraj dan tajwid dasar secara real-time; (2) menumbuhkan keberanian serta kemandirian anak dalam menyetorkan hafalan; dan (3) memperkuat retensi daya rekat hafalan melalui keterlibatan multisensorik tanpa memicu kelelahan kognitif. Hambatan berupa rentang perhatian yang singkat dan mood fluktuatif berhasil dieliminasi melalui pemberian jeda (break time) dan permainan interaktif. Penelitian ini menyimpulkan bahwa ketepatan kaidah hafalan Al-Qur’an pada anak usia pra-literasi dapat dicapai secara optimal apabila diselaraskan dengan kebutuhan regulasi emosi positif anak.