Dari Tahsin ke Tahfidz: Pengelolaan Program Al-Qur’an untuk Memperkuat Mutu Bacaan Santri di Madrasah Ulumul Qur’an Aceh Besar.

Abstract

This article analyzes the management of the Qur'an memorization program at Madrasah Ulumul Qur'an (MUQ) Pagar Air, Aceh Besar, by critically reinterpreting the findings of Saipul Aulia's undergraduate thesis. Rather than treating tahfidz management merely as the administration of memorization targets, the study examines how planning, instructional organization, monitoring, and institutional support connect tahsin, memorization, and muraja'ah to the quality of students' Qur'anic reading. The study employed a critical document review. The thesis served as the primary document, while relevant studies on tahfidz management, Qur'anic learning, and educational program evaluation were used as interpretive literature. Data were coded into planning, learning implementation, monitoring, constraints, and quality-assurance themes, followed by pattern comparison and methodological appraisal. The review indicates that the program is organized through goal setting, scheduling, instructor allocation, staged learning, routine submission, and progress recording. Its educational mechanism operates as a continuous cycle: diagnostic mapping, tahsin correction, guided memorization, repeated muraja'ah, performance verification, and follow-up intervention. However, a high student-instructor ratio, varied entry competence, competing formal-school demands, limited facilities, and uneven coordination restrict individualized feedback. The article proposes an Adaptive Qur'anic Learning Management Cycle, emphasizing that memorization quantity should not displace reading accuracy and retention. Because the evidence is derived from a secondary qualitative document, the study does not claim causal effectiveness. It concludes that sustainable tahfidz quality depends on aligning targets, learner readiness, instructor capacity, formative monitoring, and corrective action.