Musabaqah Tilawatil Qur’an (MTQ) is a strategic platform for youth development. However, the Syarhil Qur’an branch remains under-researched regarding its role in enhancing da’wah capacity among young people. This study aims to analyze the strategic role of Syarhil Qur’an in shaping young preachers grounded in Qur’anic values. Using a qualitative and phenomenological approach, data were collected through interviews, observations, and documentation. The findings indicate that the strategic role of Syarhil Qur’an in youth preacher development lies in its ability to integrate Qur’anic text mastery, thematic interpretation, and rhetorical skills in delivering contextual and relevant da’wah messages. The training process is carried out systematically through teamwork, in-depth understanding of verses, public speaking exercises, and the formation of Qur’anic leadership and spiritual character. The positive impact of Syarhil Qur’an optimization is reflected in increased self-confidence, critical thinking skills, and adaptability to social issues and digital developments. Recommendations for developing Syarhil Qur’an include curriculum reform based on contemporary issues, integrating digital media in training, enhancing trainer professionalism, and forming alumni communities as part of a sustainable da’wah ecosystem. Syarhil Qur’an cultivates young Qur’anic preachers who are communicative, critical, contextual, and prepared to face the challenges of modern da’wah.

Students' positive attitudes influence academic achievement, while negative attitudes are shaped by social environments, with behaviors ranging from active to passive. This study aims to analyze the effectiveness of factors influencing student attitudes during the learning process at Bimbingan Belajar Bulan Kecil in Curup, Rejang Lebong, Bengkulu. The research method utilized a qualitative approach, incorporating interviews, observations, and surveys. Data validity was ensured through source triangulation, technique triangulation, and confirmability. Research findings show that students’ attitudes received an average score of 2.84, indicating positive behaviors such as politeness, appropriate dress, bringing supplies, and focusing on the material that supports the success of the tutoring program. Student motivation was pretty good, with an average score of 2.65, although parental support requires improvement. Tutor attitudes scored high (2.94), fostering a positive learning atmosphere. The classroom environment was conducive to learning comfort, with an average score of 2.89. Peer influence was relatively positive in terms of learning collaboration, despite occasional distractions. Tutors’ teaching methods were effective (average score 2.81), but student engagement needs to improve. Facilities scored high (2.94), supporting learning comfort. The tutoring frequency of three times a week was considered adequate, although students sometimes felt bored. The schedule on Mondays, Wednesdays, and Thursdays did not interfere with other activities (average score 2.64). However, the two-hour session duration was deemed less effective, with an average score of 1.58, indicating the need to adjust the duration or adopt more interactive methods. In conclusion, students’ attitudes during tutoring sessions fall into the good category; however, improvements are needed in parental support, teaching methods, and session duration adjustments.