Islamic Character Education Through Tahfizh Program Management: A Case Study at Asy-Syifa School

Abstract

Character education in schools needs careful focus on Qur’anic memorization results and also on the ways learning is organized and the religious routines that are used. This study looks at tahfizh program management at Asy‑Syifa Tahfizh School in Bekasi by describing four functions—planning organizing, implementation and monitoring and evaluation—and by considering how these functions relate to the religious practices that informants say are happening. The study uses an approach drawing on observations of tahfizh instruction structured interviews with the principal, tahfizh teachers and parents and on supporting documents. The findings show that planning is built around lesson plans; organizing involves staff duties grouping students by ability in halaqah and providing facilities; implementation mixes talaqqi takrir, muraja’ah and routine religious activities; and evaluation focuses on memorization checks, tasmi’ and lajnah exams. Informants reported that some students pray regularly read the Qur’an more often and help parents more. However these accounts do not prove that the tahfizh program caused the changes because there are no measures of character and no long‑term comparisons. The article gives a context‑specific picture of how the management functions work together inside this single tahfizh institution. Future studies will need methodological details and independently confirmed character indicators to make stronger claims, about educational outcomes.