Differentiated Instruction in Qur’an Memorization Programs: A Qualitative Study in an Islamic Junior High School in Jakarta

Abstract

Student diversity in Qur'an memorization programs presents significant challenges for teachers, as differences in memorization ability, learning pace, and psychological readiness often make standardized instructional approaches ineffective. Although differentiated instruction has demonstrated positive impacts across various educational contexts, empirical evidence regarding its implementation in Tahfidz education remains limited.This study aimed to explore how differentiated instruction is implemented in the Tahfidz Qur'an program at Al-Qalam Junior High School, Jakarta, with particular attention to instructional strategies, supporting and inhibiting factors, and students’ learning experiences.This study employed a qualitative descriptive design involving 25 participants, including the school principal, Tahfidz teachers, Islamic Religious Education teachers, and students. Participants were selected through purposive sampling based on their direct involvement in the Tahfidz program. Data were collected through classroom observations, semi-structured interviews, and document analysis over a three-month period. The data were analyzed using inductive thematic analysis, while the trustworthiness of the findings was ensured through triangulation, member checking, reflexive field notes, and audit trails.The findings reveal that differentiated instruction was implemented through tiered halaqah grouping, flexible memorization targets, differentiated muraja'ah practices, personalized instructional guidance, and adaptive assessment. These strategies enabled teachers to accommodate students’ diverse learning needs while improving memorization quality, motivation, engagement, and learning persistence. The effectiveness of implementation was further supported by collaborative relationships among teachers, students, and parents, although challenges remained regarding teacher workload, instructional preparation, and institutional support.This study demonstrates that differentiated instruction functions as an integrated pedagogical approach that promotes adaptive, equitable, and student-centered Tahfidz learning. The findings extend differentiated instruction theory into memorization-based Islamic education and provide practical implications for designing more inclusive and sustainable Qur'an memorization programs.