Integrating Psychological Support and Spiritual Meaning Through Humanistic Tahfidz Pedagogy In an Indonesian Madrasah
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Abstract
This study examines how humanistic pedagogy connects learner support with structured Qur’an memorization at MTs Muhammadiyah 1 Kota Probolinggo, Indonesia. Existing research addresses psychological factors, but their translation into teaching practice requires contextual investigation. The qualitative case included all five program teachers and six students, with two selected by teachers from each proficiency level: Iqro, tahsin, and tahfidz. Interviews in May 2026 lasted approximately fifteen minutes per teacher and seven minutes per student and were documented through written notes. Three non-participant observations and institutional documents provided additional context. Reading and thematic grouping of interview notes identified individualized guidance, friendly two-way communication, ability-based grouping, and differentiated recall cues within shared curricular targets. Level summaries revealed differing reading-related difficulties, while learners valued teacher assistance and quiet learning conditions. Smartphone use and uneven parental availability challenged home review. A separate July recap of 53 students showed varied attainment from nearly one to twelve juz. The contribution is a contextual account of differentiated support toward common goals; aggregate attainment does not establish the approach’s causal effectiveness.
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