Students' Interpretation of Muroja'ah Activities Between Obligation and Spirituality at MA Darul Hikmah Kyai Abdan

Abstract

Muroja'ah (Qur'anic memorization review) is a core component of tahfidz learning in Islamic boarding schools (pesantren), yet students' subjective and spiritual interpretations of this practice remain understudied. This study aims to analyze students' interpretations of muroja'ah, to understand its position as both an academic obligation and a spiritual practice, and to identify challenges and solutions in its implementation at MA Darul Hikmah Kyai Abdan. The study employed a qualitative phenomenological approach with purposive sampling. Data were collected through semi-structured in-depth interviews, participatory observation, and documentation involving 15 informants comprising students from Grades X, XI, and XII, tahfidz teachers, the school principal, and the boarding school caretaker. Data analysis used the Miles, Huberman, and Saldana interactive model. Results reveal that students' interpretations develop progressively: from institutional obligation to academic necessity, and ultimately to a spiritual practice that cultivates inner peace and deepens connection with the Qur'an. Muroja'ah occupies a strategic position as both a memorization maintenance mechanism and an integrated spiritual formation practice. Primary challenges stem from physical fatigue, motivational fluctuation, and routine burnout, addressed through habituation, teacher mentoring, and institutional cultural support.