Islamic Religious Education Teachers’ Role in Developing Spiritual Intelligence among Female Qur’an Memorization Students
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Abstract
Qur’an memorization programs are often evaluated through measurable achievement, while the development of spiritual intelligence requires deeper processes of meaning-making, value internalization, and reflective religious practice. This study examines how Islamic Religious Education (IRE) teachers facilitate the development of spiritual intelligence among female Qur’an memorization students at Baiaturridhwan Islamic Boarding School, Bogor. Employing a qualitative single-case study with a phenomenological orientation, this research explored students’ spiritual experiences and the pedagogical practices of IRE teachers through semi-structured interviews, observations, and document analysis. Data were analyzed thematically using an iterative process of coding, interpretation, and verification. The findings reveal that Qur’an memorization achievement does not automatically lead to spiritual intelligence. Spiritual formation occurs when memorization is accompanied by meaningful worship, value internalization, personal reflection, and continuous spiritual guidance. IRE teachers play a transformative role as spiritual mentors (murabbi ruhiy) who connect Qur’anic memorization with intention, character formation, and everyday religious practice through exemplary conduct and individualized guidance. However, target-oriented memorization systems, uneven mentoring intensity, and limited structured reflection opportunities remain challenges in achieving deeper spiritual internalization. This study contributes to Islamic education research by demonstrating that the relationship between Qur’an memorization and spiritual intelligence is mediated by pedagogical processes rather than memorization achievement alone. The findings highlight the importance of repositioning IRE teachers as spiritual mentors who facilitate the transformation of Qur’anic knowledge into lived religious awareness.
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