TEACHER GUIDANCE IN QUR'ANIC MEMORIZATION: PERSPECTIVES OF GRADUATED HUFFAZ FROM DARUL QUR'AN, JAKIM

Ossman Nordin; Tunku Badariah Tunku Ahmad

doi:10.64757/alqanatir.2026.3509/1571

Authors

Ossman Nordin Kulliyyah of Education, International Islamic University Malaysia
Tunku Badariah Tunku Ahmad Kulliyyah of Education, International Islamic University Malaysia

DOI:

https://doi.org/10.64757/alqanatir.2026.3509/1571

Keywords:

Teacher, Qur'anic, huffaz, tahfiz, descriptive

Abstract

Teacher guidance plays a fundamental role in supporting students throughout the Qur'anic memorization process by providing instructional, technical, motivational, and spiritual guidance. However, limited empirical evidence is available regarding the specific forms of teacher guidance experienced by graduated huffaz during their memorization journey. Therefore, this study aimed to identify the teacher guidance practices experienced by graduated huffaz from Darul Qur'an, JAKIM. A quantitative descriptive research design was employed, involving 285 graduated huffaz selected through proportionate stratified random sampling from a population of 1,099 graduates. Data were collected using a self-developed questionnaire comprising eight items measuring the Teacher Guidance construct. The instrument underwent expert validation and demonstrated excellent reliability in the pilot study, with a Cronbach's alpha coefficient of 0.96. Data were analysed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings revealed that the overall level of teacher guidance was high (M = 3.99, SD = 0.98). Emotional and moral support (M = 4.21), personalised feedback on memorization accuracy and tajwid refinement (M = 4.13), and balancing revision of previously memorized verses with new memorization (M = 4.10) emerged as the most frequently experienced teacher guidance practices. These findings indicate that effective teacher guidance extends beyond technical instruction to include emotional encouragement, structured revision planning, and continuous motivational support throughout the memorization process. The study concludes that comprehensive teacher guidance is essential for strengthening memorization quality and sustaining hafazan, while providing practical implications for tahfiz educators and institutions in enhancing teacher-guided practices that support effective and sustainable Qur'anic memorization.

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Author Biographies

Ossman Nordin, Kulliyyah of Education, International Islamic University Malaysia

Master Candidate's

Tunku Badariah Tunku Ahmad, Kulliyyah of Education, International Islamic University Malaysia

Professor

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