TRANSFORMASI MOTIVASI DAN PEMBENTUKAN HABITUS QUR’ĀNI: STUDI FENOMENOLOGIS PENGALAMAN HIDUP GURU TAHFIZ DALAM IMPLEMENTASI METODE 3T

Vina Rizqiah; Hilyah Ashoumi; Hidayatur Rohmah; M Wafiyul Ahdi

doi:10.35316/lisanalhal.v20i1.33-49

Authors

Vina Rizqiah Pendidikan Agama Islam, Fakultas Agama Islam, Universitas KH. Abdul Wahab Hasbullah, Jombang, Jawa Timur 61419, Indonesia
Hilyah Ashoumi Pendidikan Agama Islam, Fakultas Agama Islam, Universitas KH. Abdul Wahab Hasbullah, Jombang, Jawa Timur 61419, Indonesia
Hidayatur Rohmah Pendidikan Agama Islam, Fakultas Agama Islam, Universitas KH. Abdul Wahab Hasbullah, Jombang, Jawa Timur 61419, Indonesia
M Wafiyul Ahdi Pendidikan Agama Islam, Fakultas Agama Islam, Universitas KH. Abdul Wahab Hasbullah, Jombang, Jawa Timur 61419, Indonesia

DOI:

https://doi.org/10.35316/lisanalhal.v20i1.33-49

Keywords:

3T Method, Phenomenology, Qur’ānic Habitus, Spiritual Pedagogy, Student Motivation, Tahfiz Education

Abstract

This study explores the lived experiences of tahfiz teachers in fostering students’ motivation through the implementation of the 3T method (Taḥsīn, Takrīr, and Tasmī‘) at Pondok Pesantren Madrasatul Qur’ān Wahab Hasbullah. Employing a qualitative phenomenological approach, the research involved three tahfiz teachers and five students as primary informants to uncover the essential meanings underlying teachers’ pedagogical, emotional, and spiritual practices in sustaining students’ engagement in Qur’ānic memorization. Data were collected through in-depth interviews, participant observation, and documentation, and then analyzed using thematic reduction to identify core experiential structures. The findings reveal that students’ motivation is constructed through a meaning-oriented spiritual framework rather than merely quantitative memorization targets. Teachers initiate motivational assessment to distinguish between intrinsic and extrinsic orientations, then facilitate a gradual internalization process through spiritual reflection, affective guidance, and positive reinforcement. Within this framework, the 3T method is implemented through pedagogical differentiation, where Taḥsīn strengthens foundational recitation quality and psychological readiness, Takrīr regulates cognitive load through structured repetition, and Tasmī‘ functions as a supportive evaluative space that minimizes performance anxiety. Over time, reinforcement strategies are redirected toward fostering self-regulated learning, leading to the transformation of motivation from externally driven compliance to internally sustained commitment. Furthermore, the study demonstrates that motivational transformation is inseparable from the formation of a Qur’ānic habitus characterized by cognitive mastery, emotional attachment, and sustained behavioral commitment. Ultimately, the integration of spiritual guidance and psychological support cultivates resilience, enabling students to maintain consistency despite challenges. This research contributes to the discourse on Islamic education by proposing a holistic motivational model in tahfiz learning that integrates pedagogical differentiation, emotional-humanistic relationships, and spiritual internalization as a unified framework for sustainable Qur’ānic memorization.

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