Abstract Educational innovation requires strategies that promote participation, social interaction, and the collective construction of learning. The objective was to analyze the perceptions of educational stakeholders regarding intergenerational play-based strategies as a pedagogical resource related to cognitive and socioemotional dimensions. The theoretical framework integrated play-based learning, intergenerational learning, and socioemotional development. A quantitative, non-experimental, descriptive-correlational, and cross-sectional study was conducted with 502 participants from the educational community. A structured survey was administered, and frequencies, percentages, and associations among categorical variables were analyzed. 96.0% considered intergenerational participation to be important or very important; 89.2% felt comfortable or very comfortable interacting with people of other ages; 93.2% rated their ability to work in teams favorably; and 88.0% rated their memory and concentration skills as good or excellent. A higher frequency of recreational activities was associated with greater cognitive stimulation (76.2% vs. 38.0%; χ²=74.63; p<0.001; V=0.386), and frequent stimulation was linked to a favorable perception of memory and concentration (94.0% vs. 79.4%; χ²=24.35; p<0.001; V=0.220). It is concluded that there is a favorable predisposition toward intergenerational activities, although the cross-sectional design does not allow for the establishment of causality.
The tahfiz juz’i method helps students memorize the Qur’an gradually. However, its implementation in Juz ‘Amma memorization instruction continues to face various challenges, particularly among third-grade students at SDN 07 Lembah Melintang, Pasaman Barat. This study aimed to describe the challenges in implementing the tahfiz juz’i method and teachers’ efforts to address them. The study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing and verification. Data trustworthiness was assessed through source and methodological triangulation. The findings revealed that implementation challenges included differences in students’ Qur’anic reading and memorization abilities, limitations in memory and concentration, varying levels of learning motivation, limited teacher time for individual guidance, and uneven family support for murajaah at home. Teachers’ efforts included assigning memorization tasks gradually, strengthening motivation, adapting memorization targets to students’ abilities, establishing regular murajaah routines, correcting tajwid and letter articulation, and collaborating with parents. These findings provide an empirical account of the challenges in implementing tahfiz juz’i instruction at the elementary school level and teachers’ efforts to address them. The study underscores the importance of guidance tailored to students’ abilities and collaboration between schools and families in supporting Qur’anic memorization instruction. Practical implications include the need to adjust memorization targets and ensure continuity of guidance at school and at home. Future research should include more research sites and longer observation periods to gain a deeper understanding of the implementation of the tahfiz juz’i method.
