Time Management Among Students in Achieving Their Qur'an Memorization Goals at Islamic Boarding School

EDUSOSHUM Journal of Islamic Education and Social Humanities Vol. 6, No. 2, May-August 2026, pp. 1230-1239 ISSN 2776-5229 1230 Time Management Among Students in Achieving Their Qur'an Memorization Goals at Islamic Boarding School Aulia Nabila1, Afiful Ikhwan2, Devid Dwi Erwahyudin3* 1,2,3 Universitas Muhammadiyah Ponorogo * ARTICLE INFO Article history Received March 23, 2026 Revisied April 28, 2026 Accepted May 22, 2026 Keywords: Time Management; Qur’an Memorization; Tahfidz Boarding School; Students; Schedule-Routine Model ABSTRACT This study examines the time management of students in achieving their Quran memorization targets at the Ar-Rohmah Islamic Boarding School, Tahfidz Unit, Ngawi. Tahfidz students face dual challenges: the obligation to memorize new verses (ziyadah), review previously memorized verses (muroja’ah), participate in formal classroom instruction, and adhere to the boarding school’s daily routine. This study aims to explain the boarding school’s strategies in helping students manage their time and to analyze the impact of these strategies on the achievement of memorization targets. A qualitative approach with a case study design was employed, involving female students actively enrolled in the tahfidz program (intermediate and advanced levels) as the primary subjects. Data were collected through participant observation, in-depth interviews, and documentation, and subsequently analyzed using the Miles & Huberman interactive model. The research findings indicate that Ar Rohmah Islamic Boarding School implements a structured time management system with three daily recitation sessions: review of previously memorized verses after dawn prayer (minimum 5 pages), review of new verses from 7:00–8:00 AM, and ziyadah (new memorization) after afternoon prayer. This strategy is supported by the use of Arabic as the daily language, guidance from halaqah supervisors, as well as weekly and monthly recitation sessions. The resulting impacts include the achievement of the memorization target of 5 juz per year, measurable fluency in recitation, and improvements in the quality of tajwid and fashah. This study contributes to the development of a schedule-routine model for time management in Al-Qur’an memorization institutions. 1. INTRODUCTION The Qur’an is known as the primary source of Islamic teachings that serves as a guide for all Muslims worldwide. The Qur’an is not merely a collection of verses and surahs; rather, it is a highly comprehensive guide to life that encompasses all aspects of human existence. Within it lie instructions and guidance that, when studied and understood properly, can help humanity fulfill its role as stewards on Earth with full responsibility. One tangible manifestation of the Muslim community’s reverence for the Qur’an is the zeal for memorizing it, a tradition passed down from one generation to the next. Memorizing the Qur’an is not limited to the Arab world but has spread widely across the globe. This demonstrates how strong the bond is between the Muslim community and the holy book, the Qur’an, as a guide for life (Septiana et al., 2023). Memorizing the Qur’an is an honorable practice that holds a noble status and has been passed down gradually since the time of the Prophet Muhammad (peace be upon him). In the context of contemporary Islamic education, Qur’an memorization institutions particularly Islamic boarding schools serve as the cornerstone for preserving the Muslim generation. However, the process of memorizing the Qur’an is not merely a routine activity; memorizing the Qur’an is a process that requires commitment, consistency, discipline, and effective time management (Latifuddin et al., 2024; Norman et al., 2024). Ikhwan (2016) emphasizes that careful planning based on the values of the Qur’an and Hadith is the foundation for the successful management of Islamic educational institutions, including tahfidz boarding schools. Quran memorization involves two complementary main activities: ziyadah (adding Aulia Nabila et.al (Management Among Students in Achieving Their Qur'an…) EDUSOSHUM Journal of Islamic Education and Social Humanities Vol. 6, No. 2, May-August 2026, pp. 1230-1239 ISSN 2776-5229 1231 new memorization) and muroja’ah (reviewing old memorization). (Irawan et al., 2022) emphasizes that a balance between the two is a prerequisite for the success of the tahfidz program. Without consistent and regular muroja’ah, newly memorized material is likely to be forgotten in a short time. This situation requires a systematic time management system to ensure both activities proceed in balance. Students at tahfidz boarding schools face significant challenges; they are not only required to memorize new material (ziyadah) daily but must also review old material (muroja’ah) to prevent forgetting, participate in formal classroom instruction (KBM), and adhere to various boarding school routines. These conditions create high multitasking pressure, making time management skills a critical factor in successfully meeting memorization targets (Sulastri et al., 2022) . Without a good time management system, students risk an imbalance between memorization and academic activities, which can ultimately hinder the achievement of their goals (Farihah et al., 2021) Ar-Rohmah Islamic Boarding School, Ngawi Memorization Unit, is one of the memorization institutions that combines a 30 juz Quran memorization program with classical education (wustho and ulya) as well as the requirement to use Arabic in daily life. This integration creates a unique learning environment while demanding strict time management from the students. The boarding school’s target of memorizing 5 juz per year is a standard that requires a disciplined schedule that cannot be taken lightly. (Ikwan, 2018) found that educational innovations in Islamic education through structured programs have proven to improve the quality of educational outcomes in both formal and non-formal institutions. Various previous studies have discussed time management in the context of Qur’an memorization, but each has focused on a single, narrow dimension. Sakinah & Hasan (2024) examined the dauroh acceleration model at Maskanul Huffadz Boarding School in Medan, focusing exclusively on the intensification of short-term memorization, without discussing the institution’s long-term routine management system. Salma et al. (2025) explored improvements in memorization quality through time management at Asrama Ar-Risalah Jombang, but did not analyze the mechanism of institutional supervision or its direct impact on target achievement. Latifuddin et al. (2024) examined general time management strategies at Hadiqotul Ulum Boarding School amidst students’ busy schedules, yet their study lacked an in-depth focus on the integration between tahfidz programs and formal academic obligations. Septiana et al. (2023) analyzed student management in tahfidz extracurricular activities and found that structured manage (...truncated)