THE ROLE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN FOSTERING STUDENTS' INTRINSIC MOTIVATION AT SMPN 2 BALONG

Abstract

Religious education in Islamic boarding schools requires memorization programs that not only strengthen Qur’anic retention but also cultivate disciplined and consistent learning habits among students. This study aims to analyze the implementation of the muraja’ah method in Qur’an memorization learning at Baitul Qur’an Girls’ Islamic Boarding School, Slogohimo, and to identify the supporting and inhibiting factors affecting its implementation. The study employed a qualitative descriptive approach, with data collected through interviews, observations, and documentation involving the girls’ unit leader, tahfidz teachers, and female students. Data were analyzed through data condensation, data display, and conclusion drawing. The findings indicate that muraja’ah is implemented through a structured cycle of planning, scheduled practice, and continuous evaluation, including teacher guided review, peer review, individual review, review during voluntary prayers, weekly tasmi’, cumulative memorization examinations, and monitoring through students’ mutaba’ah records. Its implementation is supported by strong motivation, teacher guidance, regular scheduling, appropriate learning methods, and a conducive pesantren environment, while weak motivation, limited time management, physical and psychological fatigue, interpersonal problems, and changing activity schedules constitute major constraints. The study demonstrates that structured muraja’ah can function as an integrated retention-management strategy for sustaining Qur’anic memorization quality.