Main Article Content
Implementing the Ulul Albab Model Tahfiz Program (TMUA) using the Tahfiz Integrated Curriculum (KBT) validates the government’s endeavours to develop tahfiz education for secondary school students. After eight years of execution, several concerns materialise and eventually challenge students to retain what has been memorised. Therefore, this study aspired to examine the practice of tahfiz students in KPM secondary schools after memorising through murajaah activities. This study employed a survey method by using questionnaires as a data collection method. The respondents of this study were 433 secondary school tahfiz students from Johore. The analysis’s conclusionconfirmed that the level of implementation of murajaah activities among TMUA students was at a moderately low level, with a mean score of 2.78. The data of the t-test also recorded no significant difference in the level of implementation of murajaah activities among students based on gender. On the contrary, the one-way ANOVA test registered a significant difference in the level of implementation of murajaah activities among students based on their respectiveForms. Generally, the findings substantiated that murajaah activities were less implemented by tahfiz students even though it is paramount for retaining students’ memorisation. Therefore, improvement in the implementation of activities after memorising should be underscored by students to foster a top-notchhuffaz generation.