This study investigates the learning strategies employed in the Tahfidz class at MTs Wahid Hasyim 02 Dau as a response to students’ difficulties in reading and memorizing the Qur’an properly and consistently. Positioned within the broader effort to improve Qur’anic literacy and character education in Islamic schools, this research explores how structured memorization programs contribute to students’ cognitive, psychomotor, and affective development. Using a descriptive qualitative approach, data were collected through in-depth interviews, direct observation, and documentation involving school leaders, Tahfidz teachers, and students. The analysis followed Miles, Huberman, and Saldana's interactive model. The findings reveal that the implementation of a scheduled Tahfidz program including methods such as talaqqi, muroja’ah, and routine assessments enhances students ability to read with proper tajwid, memorize new verses, and maintain previous memorization. Moreover, the program supports character building, especially in discipline and spiritual growth. This research contributes to the development of effective Qur’anic learning strategies that integrate academic and religious goals within the context of formal Islamic education.

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