Key points are not available for this paper at this time.
The memorization of the Quran, holds significant importance in Islamic education, fostering spiritual, cognitive, and moral development. This research aims to identify the profile of early-age children Qur'an memorizers, discover the learning methods used for young children, and examine the roles of family and teachers in supporting young children in memorizing the Qur'an. Early-age children lack strategies in the memorization process; therefore, the responsibility of parents and teachers is to accompany them in devising strategies for memorizing the Qur'an. The method used was a qualitative research method with a field research type. The research findings conclude that: 1) Qur'an memorizers among early-age children come from diverse family backgrounds in terms of economic, social, and educational status. However, these differences do not affect the enthusiasm and diligence of early-age children in participating in Qur'an memorization. 2) The method used in teaching early-age Qur'an memorization is the ‘talaqy’ method, involving direct teaching between teachers and students with three processes: ‘talqin’ (the teacher dictates the Qur'an verses in front of the child), ‘tasmi’ (the child imitates the teacher's recitation), and ‘murajaa’h’ (the child repeats the memorization in front of the teacher). 3) The role of the family includes motivation, guidance, setting an example, and discipline. The role of the teacher encompasses being a facilitator, guide, evaluator, and manager. Recommendations are provided for fostering holistic Tahfidzul Quran education, promoting synergy between home and school environments, and empowering stakeholders in cultivating Quranic literacy among the younger generation.
Huzaery et al. (Sat,) studied this question.