Hifz along with Formal Education Project According to Parents' Opinions

Abstract

In Türkiye, official Quran hifz/memorization is an education conducted by the Presidency of Religious Affairs. The Department of Quran Memorization Training within the Presidency of Religious Affairs provides this training largely in boarding Quran courses. However, with the protocols signed between the Ministry of National Education and the Presidency of Religious Affairs, since 2014 the Hiz/Memorization along with Formal Education Project, which offers the opportunity to memorize the Quran at the lower secondary school level within the scope of formal education, has brought a new dimension to Quran memorization education. The project is committed to providing students with hiz education and a qualified academic education without losing time from their academic education, family and social environment. Hifz, which is a long and arduous education, requires parents to be active in the process when it is conducted during the daytime education within the scope of formal education. In fact, the main difference of the hifz education in this project from the classical hafiz education is that it is done together with daytime and formal education. There are many studies on Hifz along with Formal Education Project. However, most of these studies are studies conducted with students, administrators, teachers, and hifz instructors or with a few of them. Although there are a few studies that include the parents of students, there is no study conducted with parents only. This study, which contains the opinions and suggestions of parents, will contribute to the field in this respect. This study aims to reveal the effects of hifz education in this project on students and families according to the views of parents. In the study; a case study, one of the qualitative research designs, was applied. In this context, interviews were conducted with parents (34) of students who received or are receiving hifz education within the scope of the Hifz along with Formal Education Project in Sakarya and Düzce provinces. The data were analyzed with descriptive analysis. In the study; it was found that receiving education in the project had positive and negative effects on both the family and the student from the parents' perspective. In terms of students, negative effects such as social limitation due to the intensity of the process, academic education remaining in the background and changes in psychological attitudes were highlighted by the participants. However, the participants also stressed the positive effects such as increasing spiritual sensitivity, psychological and personal gains and setting an example for other family members. In terms of family members, the negative effects mentioned include the negative impact on the social lives of family members due to their obligation to support their children with their homework. However, it is understood that the majority of parents were aware of this situation beforehand or accepted it later and at the same time saw it as a sacrifice for their children. Moreover, the spiritual climate created by being more familiar with the Quran is mentioned as a one of the most vital positive effects. In terms of economy, the participants suggested that the project had no negative economic impact other than standard education expenses. It should be noted that despite all these negativities, parents support their children's education in memorization and want their children to continue their education in memorization. Because the most prominent feature that distinguishes these schools from other Imam Hatip middle schools is hifz education. The main goal of the parents who apply to the project is for their children to complete their hifz education without falling behind in their academic education and graduate as hafiz. When it comes to the future education of children, it is understood that families largely prefer Imam Hatip High Schools so that their children can preserve their memorization of the Quran. As a result of the research, various suggestions were made for the development of the Hifz along with Formal Education Project. For example, by organizing programs or preparing content for parents that include the responsibilities of being a Hafiz parent, parents can be made aware of the process. These contents can be delivered to those who want to be Hafiz parents in advance. In this way, it can be beneficial for parents to cope with the problems they will experience during the Hifz along with Formal Education Project.