Innovation in the Al-Qur’an Tahfidz Curriculum in the Implementation of Integrated Islamic Education at SMA Muhammadiyah 3 Jakarta

Abstract

Islamic education is expected to balance academic competence, spiritual development, and moral character amid technological advancements and curricular changes. This study aimed to examine innovations in the Al-Qur’an tahfidz curriculum within the implementation of integrated Islamic education at SMA Muhammadiyah 3 Jakarta. A descriptive qualitative approach with a mini-research design was employed. Data were collected through observations of memorization activities, student mentoring processes, and teacher–student interactions, supported by documentation of the school curriculum, program guidelines, activity reports, and institutional policies. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that the school integrated a six-juz memorization target into the Merdeka Curriculum through proportional time allocation without reducing core subject instruction. Learning innovations included memorization sessions at the beginning and end of the school day, public examinations, munaqosyah, Tahfidz Camp, and individualized mentoring for students who had not achieved their targets. A Learning Management System supported tajwid instruction, recitation recording, progress monitoring, and feedback provision. Program sustainability was strengthened through coordination among curriculum leaders, ISMUBA personnel, and Quranic teachers, supported by a religious learning culture. The study concluded that coherent curriculum planning, humanistic instruction, digital support, continuous assessment, and differentiated mentoring enabled tahfidz education to strengthen students’ discipline, confidence, spiritual development, and academic engagement.