IMPLEMENTATION OF THE HAFANSA METHOD IN QUR'AN MEMORIZATION AMONG SEVENTH-GRADE STUDENT

Abstract

This study examines the implementation of the Hafansa Method for Qur’an memorization among seventh-grade students at SMP Muhammadiyah Plus Klaten Utara. The Hafansa Method combines effective techniques such as One Day One Ayah (ODOA), talaqqi, takrir, muroja’ah, and sima’i in a systematic way to enhance ease of application. This qualitative study uses interviews, observations, and documentation for data collection. Findings show that the method improves students’ memorization abilities, although challenges remain, such as differences in students' backgrounds and motivation. Supporting factors include school support, learning media, and competitive activities that boost student enthusiasm. In conclusion, the Hafansa Method has a positive impact on students’ memorization skills but requires continuous guidance to achieve optimal outcomes. In addition to improving memorization, this strategy encourages students to be more active and motivated in the memorization process. The findings offer an alternative for teachers to overcome monotonous teaching methods and serve as a reference for developing instructional methods that adapt to students’ needs and environments. This study also motivates teachers to continuously enhance their professional skills by creating more creative and effective teaching strategies.