The Cognitive-Pedagogical Link: Working Memory Strategies and The Enhancement of Qur’an Memorization and Retention
DOI:
https://doi.org/10.15575/jpi.v11i2.44968Keywords:
Attitude, Effectiveness, Forgetting Curve, Qur’an Memorization, Retention, Working MemoryAbstract
Memorization of sacred texts, particularly the Qur’an (Hifz), is a vital global pedagogical practice in Islamic education, yet institutions consistently face challenges related to variations in students’ memorization speed and the durability of retention. These inconsistencies stem from varying individual cognitive capacities. This study aims to identify, apply, and evaluate the effectiveness of targeted working memory strategies in enhancing cognitive capacity and optimizing both the immediate memorization and long-term retention of Qur’anic content among students. Employing a quantitative approach, the study recruited 32 participants from the Faculty of Dirasat Islamiyah at Syarif Hidayatullah State Islamic University in Jakarta. Data were analyzed using non-parametric statistical tests, specifically the Wilcoxon signed-rank test, Mann-Whitney U-test, and Kruskal-Wallis test, alongside descriptive statistics, to compare pre- and post-intervention memorization and retention scores. The findings indicated a statistically significant difference between the mean pre-test and post-test scores, accompanied by a medium effect size, confirming the strategies’ immediate efficacy. Crucially, the decrease in scores between the post-test and subsequent retention measurement was significantly smaller than the decrease between the pre-test and initial retention measurement. The memorization strategy model used effectively enhances working memory function and significantly improves both initial learning and retention rates. This research strongly recommends the application of this strategy model within Islamic educational institutions to optimize students’ Hifz performance, bridging the gap between traditional practices and cognitive-pedagogical advancements.
References
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Abu Al-Khair, D. (2014). Teaching kindergarten children using two strategies based on kinetic intelligence and spatial intelligence and their impact on the preservation of the Holy Quran. Middle East University, Amman.
Affandi, L., Rahmat, M., & Supriadi, U. (2021). A Thematic Digital Quran Learning Model in Islamic Religious Education. Jurnal Pendidikan Islam, 7(2), 181–194. https://doi.org/10.15575/jpi.v7i2.15062
Al-Qurashi, S. M. (2012). Effective use of an unconscious-minded strategy in developing and reviewing Qur'anic preservation skills among university students. Taif: Taif University
Aly, H. N., & Bustomi, B. (2022). Quran Literacy for Students with Special Needs. Jurnal Pendidikan Islam, 8(2), 177–190. https://doi.org/10.15575/jpi.v8i2.17609
Atabik, A. (2018). The Living Qur’an: Potret Budaya Tahfiz al-Qur’an di Nusantara. Jurnal Penelitian, 8(1), 161–178. http://dx.doi.org/10.21043/jupe.v8i1.1346
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Aziz, M. M., Abdullah, W. M., Ahmad, A. M., Mushim, M. A. A., & Shahrudin, M. S. (2019). Comparison between conventional method and modern technology in Al-Qur’an memorization. International Journal of Recent Technology and Engineering, 8(1), 289–294. Retrieved from https://www.researchgate.net/publication/337324200_Comparison_between_Conventional_Method_and_Modern_Technology_in_Al-Qur'an_Memorization
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Baddeley, A., & Larsen, J. D. (2003). The Disruption of STM: A Response to Our Commentators. The Quarterly Journal of Experimental Psychology Section A, 56(8), 1301–1306. https://doi.org/10.1080/02724980343000530
Black, R., Mushtaq, F., Baddeley, A., & Kapur, N. (2020). Does learning the Qur’an improve memory capacity? Practical and theoretical implications. Memory, 28(8), 1014–1023. https://doi.org/10.1080/09658211.2020.1811347
Demir, A. (2022). Abdurresit ibrahim Etkisiyle Mehmet Akif Ersoy’da ‘Bati-disi Modernlesme orneoi Olarak Japonya’ Dusuncesi. Hitit ilahiyat Dergisi, 21(2), 1037–1066. https://doi.org/10.14395/hid.1160427
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Sulastini, F., & Zamili, M. (2019). Efektivitas program tahfidzul Qur’an dalam pengembangan karakter Qur’ani. Jurnal Pendidikan Islam Indonesia, 4(1), 15–22. https://doi.org/10.35316/jpii.v4i1.166
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Gulamhusein, T. A., & Momanyi, M. (2020). The role of memorizing the Quran in enhancing the cognitive abilities of students in Bohra Islamic schools of Karachi, Pakistan. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 25(12), 52–62. https://doi.org/https://doi.org/10.9790/0837-2512055262
Hanafi, Y., Saefi, M., Ikhsan, M. A., Diyana, T. N., Hassan, A. R., & Murtadho, N. (2021). Developing a Questionnaire on Measuring the Learning Motivation in Reading Quran. Jurnal Pendidikan Islam, 7(1), 17–32. https://doi.org/10.15575/jpi.v7i1.12468
Harris, J. L., and Qualls, C. D. (2000). The association of elaborative or maintenance rehearsal with age, reading comprehension, and verbal working memory performance. Aphasiology, 14(5–6), 515–526. https://doi.org/10.1080/026870300401289
Hasanah, M., & Haris, A. (2023). Spirituality And Subjective Well Being in Tahfidz Students in Islamic Boarding School. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(2), 220–227. https://doi.org/10.31538/munaddhomah.v4i2.380
Hashim, A. (2015). Correlation between strategy of Tahfiz learning styles and students performance in Al-Qur’an memorization (Hifz). Mediterranean Journal of Social Sciences, 6(2S5), 85–92. https://doi.org/10.5901/mjss.2015.v6n2s5p85
Herlitz, A., Nilsson, L. G., & Bäckman, L. (1997). Gender differences in episodic memory. Memory and Cognition, 25(6), 801–811. https://doi.org/10.3758/BF03211324
Huang, Y., Fu, B., Lai, Y., & Yao, Y. (2021). Design and Implementation of Memory Assistant Based on Ebbinghaus Forgetting Curve. IOP Conference Series: Earth and Environmental Science, 687(1). https://doi.org/10.1088/1755-1315/687/1/012187
Hurriyati, E. A., Fitriana, E., Cahyadi, S., & Srisayekti, W. (2022). The Predictive Role of IQ, Mood, Emotional Reactivity, and Effortful Control on Working Memory among Hafidz Qur’an. The Open Psychology Journal, 15(1). https://doi.org/10.2174/18743501-v15-e2202210
Ichsan, A. S. (2020). Rekonsepsi Pendidikan Tahfiz Al Qur’an melalui Model Learning Styles pada Anak Usia Sekolah Dasar. Al Ulya : Jurnal Pendidikan Islam, 5(1). https://doi.org/10.36840/ulya.v5i1.245
Ikhwanuddin, M. (2013). The Relationship Between Memorization Techniques and Understanding of the Qur’an. Kuantan: International Islamic University Malaysia.
Ikhwanuddin, M., & Hashim, C. N. (2014). Relationship between Memorization Technique, Mastery of the Arabic Language and Understanding of the Qur’an. IIUM Journal of Educational Studies, 2(2), 84–97. https://doi.org/10.31436/ijes.v2i2.46
Inayatussahara, N. A., & Hasan, N. (2023). Between Hallyu and the Qur’an: Everyday Life of Female Santri in Yogyakarta. Ulumuna, 27(2), 501–528. https://doi.org/10.20414/ujis.v27i2.736
Karman, K., Anwar, R., Syarifudin, U., & Muhtar, S. N. (2021). The Design for Emancipatory Quran Interpretation Learning to Deradicalize Students’ Quran Understanding. Jurnal Pendidikan Islam, 7(2), 165–180. https://doi.org/10.15575/jpi.v7i2.12720
Kurniailah, I., and Bakar, M. A. (2023). Increasing The Quality of Memorizing The Qur`an for Santri Kalong Through the Sisir Method. Nazhruna: Jurnal Pendidikan Islam, 6(2), 253–270. https://doi.org/10.31538/nzh.v6i2.3378
Liu, F., & Areerungruang, S. (2024). Chinese Character Cognitive Cards: Factors Affecting Chinese Characters Using Forgetting Curves. Humanities, Arts and Social Sciences Studies, 24(2), 519–529. https://doi.org/10.69598/hasss.24.2.263646
Mardatillah, F., Gumilang, R. M., Wahyudi, M. A., Rawanita, M., & Muhammad, M. (2025). Epistemological Reconstruction of Islamic Education: Developing a Transformative Pedagogical Model to Foster Creativity. Jurnal Ilmiah Peuradeun, 13(2), 1071-1094. https://doi.org/10.26811/peuradeun.v13i2.2200
Muchtar, N. E., Ahadiyah, W., Zulianah, E., & Khodijah, S. (2022). The Existence of Prophetic Learning in Improving Spiritual Intelligence Through Tahfidz Al-Qur’an for Students. Nazhruna: Jurnal Pendidikan Islam, 5(3), 1175-1191. https://doi.org/10.31538/nzh.v5i3.2743
Murre, J. M. J., & Dros, J. (2015). Replication and analysis of Ebbinghaus’ forgetting curve. PLoS ONE, 10(7), 1–23. https://doi.org/10.1371/journal.pone.0120644
Nordin, O., Nik Abdullah, N. M. S. A., Omar, R. A. M. I., & Abdullah, A. N. (2023). The Art of Quranic Memorization: A Meta-Analysis. Pertanika Journal of Social Sciences and Humanities, 31(2), 787–801. https://doi.org/10.47836/pjssh.31.2.16
Peng, W., Tan, Q., Chen, A., & Zheng, C. (2023). University Ideological and Political Learning Model Based on Statistical Memory Curve Mathematical Equation. Applied Mathematics and Nonlinear Sciences, 8(1), 1117–1124. https://doi.org/10.2478/amns.2022.2.0098
Plaskura, P. (2019). Modelling of Forgetting Curves in Educational E-Environment. Information Technologies and Learning Tools, 71(3), 1. https://doi.org/10.33407/itlt.v71i3.2368
Radvansky, G. A., Doolen, A. C., Pettijohn, K. A., & Ritchey, M. (2022). A New Look at Memory Retention and Forgetting. Journal of Experimental Psychology: Learning Memory and Cognition, 48(11), 1698–1723. https://doi.org/10.1037/xlm0001110
Sai, Y. (2018). Teaching Qur’an in Irish Muslim schools – curriculum, approaches, perspectives and implications. British Journal of Religious Education, 40(2), 148–157. https://doi.org/10.1080/01416200.2016.1269723
Saleem, A. (2018). Memorization without comprehension: A window onto the ‘extremities’ of the capability of human brain. Al-Idah, 36(1), 25–40. Retrieved from https://www.al-idah.pk/index.php/al-idah/article/view/36
Ab Jalil, N., Salleh, N. H., Awang, A. H., Ab Jalil, H., Ahmad, M. N., Ghozali, S., & Mohamed Abdul Rahman, M. R. (2021). Built environment for memorisation: Enhancing the hafazan performances through learning spatial quality and sitting styles. In Advances in civil engineering materials: Selected articles from the International Conference on Architecture and Civil Engineering (ICACE 2020) (pp. 173-182). Springer Singapore. https://doi.org/10.1007/978-981-33-6560-5_19
Abu Al-Khair, D. (2014). Teaching kindergarten children using two strategies based on kinetic intelligence and spatial intelligence and their impact on the preservation of the Holy Quran. Middle East University, Amman.
Affandi, L., Rahmat, M., & Supriadi, U. (2021). A Thematic Digital Quran Learning Model in Islamic Religious Education. Jurnal Pendidikan Islam, 7(2), 181–194. https://doi.org/10.15575/jpi.v7i2.15062
Al-Qurashi, S. M. (2012). Effective use of an unconscious-minded strategy in developing and reviewing Qur’anic preservation skills among university students. Taif: Taif University.
Aly, H. N., & Bustomi, B. (2022). Quran Literacy for Students with Special Needs. Jurnal Pendidikan Islam, 8(2), 177–190. https://doi.org/10.15575/jpi.v8i2.17609
Atabik, A. (2018). The Living Qur’an: Potret Budaya Tahfiz al-Qur’an di Nusantara. Jurnal Penelitian, 8(1), 161–178. http://dx.doi.org/10.21043/jupe.v8i1.1346
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & Spence J. T. (Eds.), The psychology of learning and motivation: Advances in research and theory. New York: Academic Press.
Aziz, M. M., Abdullah, W. M., Ahmad, A. M., Mushim, M. A. A., & Shahrudin, M. S. (2019). Comparison between conventional method and modern technology in Al-Qur’an memorization. International Journal of Recent Technology and Engineering, 8(1), 289–294. Retrieved from https://www.researchgate.net/publication/337324200_Comparison_between_Conventional_Method_and_Modern_Technology_in_Al-Qur'an_Memorization
Baddeley, A. (1992) Working Memory. Science, 255, 556-559 .http://dx.doi.org/10.1126/science.1736359
Baddeley, A. D. (2006). Working Memory: An Overview (pp. 1-31). In Working Memory and Education, Amsterdan: Elsevier Press. http://dx.doi.org/10.1016/B978-012554465-8/50003-X
Baddeley, A., & Larsen, J. D. (2003). The Disruption of STM: A Response to Our Commentators. The Quarterly Journal of Experimental Psychology Section A, 56(8), 1301–1306. https://doi.org/10.1080/02724980343000530
Black, R., Mushtaq, F., Baddeley, A., & Kapur, N. (2020). Does learning the Qur’an improve memory capacity? Practical and theoretical implications. Memory, 28(8), 1014–1023. https://doi.org/10.1080/09658211.2020.1811347
Demir, A. (2022). Abdurresit ibrahim Etkisiyle Mehmet Akif Ersoy’da ‘Bati-disi Modernlesme ornegi Olarak Japonya’ Dusuncesi. Hitit Ilahiyat Dergisi, 21(2), 1037–1066. https://doi.org/10.14395/hid.1160427
Dzulkifli, M. A., Abdul Rahman, A. W., Hussain Solihu, A. K., Bashier Badi, J. A., & Afzal, S. (2014). Optimizing human memory: An insight from the study of Al Huffaz. 2014 the 5th International Conference on Information and Communication Technology for the Muslim World, ICT4M 2014, 5–8. https://doi.org/10.1109/ICT4M.2014.7020624
Farida, N. R. N., Ma`arif, M. A., and Kartiko, A. (2021). Implementation of the Wahdah Method in Improving Students’ Ability to Memorize the Qur’an. Nazhruna: Jurnal Pendidikan Islam, 4(3), 518–530. https://doi.org/10.31538/nzh.v4i3.1084
Fauji, I., Fahyuni, E. F., Muhid, A., & Fahmawati, Z. N. (2020). Implementing Child-Friendly Teaching Methods to Improve Qur’an Reading Ability. Jurnal Pendidikan Islam, 6(1), 69–78. https://doi.org/10.15575/jpi.v6i1.8078
Sulastini, F., & Zamili, M. (2019). Efektivitas program tahfidzul Qur’an dalam pengembangan karakter Qur’ani. Jurnal Pendidikan Islam Indonesia, 4(1), 15–22. https://doi.org/10.35316/jpii.v4i1.166
Fitri, R., Zakir, S., Derta, S., & Darmawati, G. (2020). Penggunaan CIPP Model dalam Mengevaluasi Pelaksanaan Tahfiz Qur’an di Pondok Pesantren. Journal Educative : Journal of Educational Studies, 5(1), 1. https://doi.org/10.30983/educative.v5i1.3071
Gulamhusein, T. A., & Momanyi, M. (2020). The role of memorizing the Quran in enhancing the cognitive abilities of students in Bohra Islamic schools of Karachi, Pakistan. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 25(12), 52–62. https://doi.org/https://doi.org/10.9790/0837-2512055262
Hanafi, Y., Saefi, M., Ikhsan, M. A., Diyana, T. N., Hassan, A. R., & Murtadho, N. (2021). Developing a Questionnaire on Measuring the Learning Motivation in Reading Quran. Jurnal Pendidikan Islam, 7(1), 17–32. https://doi.org/10.15575/jpi.v7i1.12468
Harris, J. L., and Qualls, C. D. (2000). The association of elaborative or maintenance rehearsal with age, reading comprehension, and verbal working memory performance. Aphasiology, 14(5–6), 515–526. https://doi.org/10.1080/026870300401289
Hasanah, M., & Haris, A. (2023). Spirituality And Subjective Well Being in Tahfidz Students in Islamic Boarding School. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(2), 220–227. https://doi.org/10.31538/munaddhomah.v4i2.380
Hashim, A. (2015). Correlation between strategy of Tahfiz learning styles and students performance in Al-Qur’an memorization (Hifz). Mediterranean Journal of Social Sciences, 6(2S5), 85–92. https://doi.org/10.5901/mjss.2015.v6n2s5p85
Herlitz, A., Nilsson, L. G., & Bäckman, L. (1997). Gender differences in episodic memory. Memory and Cognition, 25(6), 801–811. https://doi.org/10.3758/BF03211324
Huang, Y., Fu, B., Lai, Y., & Yao, Y. (2021). Design and Implementation of Memory Assistant Based on Ebbinghaus Forgetting Curve. IOP Conference Series: Earth and Environmental Science, 687(1). https://doi.org/10.1088/1755-1315/687/1/012187
Hurriyati, E. A., Fitriana, E., Cahyadi, S., & Srisayekti, W. (2022). The Predictive Role of IQ, Mood, Emotional Reactivity, and Effortful Control on Working Memory among Hafidz Qur’an. The Open Psychology Journal, 15(1). https://doi.org/10.2174/18743501-v15-e2202210
Ichsan, A. S. (2020). Rekonsepsi Pendidikan Tahfiz Al Qur’an melalui Model Learning Styles pada Anak Usia Sekolah Dasar. Al Ulya : Jurnal Pendidikan Islam, 5(1). https://doi.org/10.36840/ulya.v5i1.245
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