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All Journal Muaddib: Journal of Islamic Teaching and Learning Journal of Theory and Research Memorization Quran
Ei Thet Hmoo Po
East Yangon University, Myanmar

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Building Student Character through Worship in Elementary Schools Susan San Htay; Ei Thet Hmoo Po; Piyada Kaewkanlaya
Muaddib: Journal of Islamic Teaching and Learning Vol. 1 No. 2 (2025): July
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

By encouraging individuals to become better people, it fosters a sense of social awareness that contributes to positive character development. In this regard, Islam recommends congregational prayer. Although it is not obligatory, congregational prayer carries a reward twentyseven times greater than praying alone. This study aims to explore the character values developed through the habituation of congregational Dhuhr prayer. A qualitative research method with a case study approach was used. Data were collected from thirteen informants through direct interviews guided by a structured interview protocol. The interview data were analyzed thematically using Miles and Huberman’s Interactive Model of Analysis. The findings indicate that congregational Dhuhr prayer functions as an extracurricular activity in elementary schools designed to familiarize students with group worship. This practice contributes to the development of various character traits, including religious awareness, discipline, responsibility, and honesty. These results may serve as a foundation for future research on similar topics in different educational contexts.
Motivation for People with Disabilities to Memorize the Quran Susan San Htay; Ei Thet Hmoo Po; Krim Ulwi
Journal of Theory and Research Memorization Quran Vol. 1 No. 2 (2025): October
Publisher : International Islamic Studies Development and Research Center (IISDRC)

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Memorizing the Quran (tahfiz Alquran) is both a profound spiritual practice and an intellectual challenge, particularly for individuals with disabilities who often encounter structural and pedagogical barriers in religious education. This study aims to identify and analyze the motivational factors that sustain their persistence in Quranic memorization and to explain how motivation functions as both a psychological and socio-religious force. Using a qualitative approach through in-depth interviews and participatory observation in inclusive Islamic education institutions, all data were analyzed thematically with the assistance of NVivo 12 software to identify consistent motivational patterns. The findings reveal six major themes. Intrinsic motivations include faith commitment, which anchors memorization as an act of devotion, spiritual reward, which provides continuous encouragement, and self-actualization, which affirms that disability does not limit spiritual or intellectual achievement. Extrinsic motivations consist of family support, which nurtures confidence, teacher encouragement, which strengthens persistence through patient guidance and adaptive methods, and institutional facilities, which provide accessible and inclusive learning environments. These findings highlight that motivation operates not only as an internal drive but also as a socio-religious force that empowers disabled learners to overcome barriers, achieve success in Quranic memorization, and affirm their dignity within Islamic education.
Co-Authors Krim Ulwi Piyada Kaewkanlaya Susan San Htay