<![CDATA[General Background Islamic primary education prioritizes Quranic memorization to build spiritual foundation and character development. Specific Background Elementary institutions implement specialized instructional modules to maintain student memorization quality and retention. Knowledge Gap Existing research predominantly evaluates oral repetition strategies rather than the statistical relationship between specific printed learning modules and memorization precision. Aims This study analyzes the correlation between the al-Muyassar module and mutqin Quranic memorization among elementary students. Results Simple linear regression analysis revealed a significance value of 0.010, indicating no statistically significant correlation between module implementation and memorization accuracy, with a determination coefficient of 10.3%. Novelty Findings demonstrate that printed instructional modules alone do not determine memorization mastery due to confounding variables like heterogeneous mushaf usage and varying starting points. Implications Educational institutions must combine instructional modules with standardized mushaf formats and structured recitation oversight to achieve optimal memorization retention. Key Findings Highlights Quantitative analysis demonstrates no statistically significant relationship between module usage and student memorization retention. The al-Muyassar instructional module accounts for only a 10.3% contribution to memorization accuracy outcomes. Unstandardized Quranic script usage and inconsistent repetition schedules present primary obstacles to achieving memorization precision. Keywords : Al-Muyassar Module, Mutqin Memorization, Quranic Education, Elementary Students, Simple Regression Analysis]]>
