Mothers’ Experience In Accompanying Children To Memorize The Qur’an

Abstract

The trend of memorizing the Qur’an has motivated some mothers to devote more time and effort to assisting their preschool children in this process, often with various difficulties during home-based guidance. This study aims to describe mothers’ experiences in assisting their children in memorizing the Qur’an within the family setting. Using purposive sampling, the study involved five mothers with preschool children who learned through the Talaqqi method. A qualitative phenomenological approach was applied, with data collected through semi-structured interviews and analyzed using Descriptive Phenomenological Analysis (DPA). The results indicate that a good understanding of preschool child development shapes mothers’ attitudes and responses to children’s memorization achievements, which can affect the children’s psychological well-being. Mothers’ motivations vary, ranging from personal interests to optimizing child development. Improving mothers’ understanding of child development is therefore essential to ensure that the mentoring process supports children’s psychological well-being.