Implementation of the Ummi Method to Support the Speed and Accuracy of Qur’an Memorization Among Students at As-Salaam Islamic Boarding School Jayapura

Abstract

This study analyzes the implementation of the Ummi Method in supporting the speed and accuracy of Qur’an memorization among students at As-Salaam Islamic Boarding School, Jayapura. The study responds to the need for a structured tahfiz program that balances memorization progression with recitation quality, including tajwid, makharij al-huruf, fluency, and consistent murajaah. A qualitative case-study design was employed. Data were collected through observation, in-depth interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model of data condensation, data display, and conclusion drawing/verification. The findings indicate that participants and program records associated the Ummi Method with more systematic memorization progression through talaqqi, classical reading-and-listening activities, guided repetition, measurable targets, and periodic evaluation. Memorization accuracy was supported through correct initial recitation, immediate correction, disciplined murajaah, and continuous monitoring. These findings should be interpreted as qualitative evidence of perceived and observed instructional support rather than as a measured causal effect. The study further shows that teacher competence, institutional supervision, learning schedules, student discipline, and a Qur’anic culture shape implementation. By highlighting structured access to quality Qur’anic instruction and the importance of teacher development, the study also contributes to the educational quality agenda reflected in Sustainable Development Goal 4 (SDG 4).