Abstract
Memorizing the Qur’an (tahfidz) is an important component of Islamic Religious Education offered in various educational institutions. In the context of formal schooling, the implementation of tahfidz programs faces various challenges related to the diversity of students’ abilities and motivation, limited class time, inconsistencies in muraja’ah (memorization review), and varying levels of parental support. This study aims to describe and analyze the implementation of Jerrold E. Kemp’s instructional design model in Qur’an memorization instruction at Khadijah 2 Junior High School in Surabaya. This study employs a descriptive qualitative method using a case study approach. Data were collected in 2025 through observation, interviews, documentation, and Focus Group Discussions (FGDs) involving the principal, the Quran memorization program coordinator, teachers, and 24 students. The data were analyzed using the Miles, Huberman, and Saldaña model through the stages of data condensation, data presentation, and drawing conclusions. Data validity was examined through triangulation and by ensuring the fulfillment of the aspects of credibility, transferability, and dependability. The research results indicate that Jerrold E. Kemp’s model was implemented through the identification of learning problems, analysis of students, formulation of learning objectives, selection of learning materials and strategies, use of learning media, provision of learning support, evaluation, and revision of the learning process. This implementation process demonstrated