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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner El-Mujtama: Jurnal Pengabdian Masyarakat
Imam Anas Hadi
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Peran Alat dan Media Pembelajaran dalam Studi Hadist Tarbawi: Strategi Efektif untuk Meningkatkan Pemahaman dan Implementasi Nilai-Nilai Pendidikan Islam Farida Nurul Khasanah; Wassim Ahmad Fahrudin; Imam Anas Hadi
El-Mujtama: Jurnal Pengabdian Masyarakat  Vol. 5 No. 4 (2025): El-Mujtama: Jurnal Pengabdian Masyarakat 
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

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Abstract

This study intends to examine the role of learning tools and media sourced from the hadith tarbawi, and to explain strategies that are considered effective in improving understanding and implementation of Islamic education values. The method used is qualitative library research. The source of this data is the hadith on learning methods and various literature which related to the object of research. The data collection technique uses the library research method, namely a data collection technique that is not directly aimed at the research subject, but through several Al-Qur'an and Al-Hadith, books, magazines, and other documentary materials that are most relevant to the study. From this study, it can be concluded that the learning tools and media used by the Prophet, contained in several sources of hadith, can be applied in today's learning. These tools and media are considered very ideal to be applied and implemented in the Islamic learning process. However, adjustments and developments are needed to be more effective in improving understanding of Islamic education values ​​and their implementation. Keywords: Educational Hadith, Learning Media, Islamic Learning Strategies
Critical Analysis of the Relationship Between Qur’an Memorization and Learning Outcomes in Islamic Religious Education at the Elementary School Level Nur Yahya; Imam Anas Hadi; Isnaini
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.676

Abstract

This study aims to critically examine the relationship between Qur’an memorization (tahfidz) and learning outcomes in Islamic Religious Education (PAI) at the elementary school level using a literature review approach. The research method employed is a systematic literature review, analyzing peer-reviewed journal articles, books, and relevant academic publications published between 2015 and 2025. The data were analyzed through a process of identification, classification, and synthesis to obtain comprehensive and valid conclusions. The results of the study indicate that Qur’an memorization has a positive and significant relationship with students’ learning outcomes in PAI. This relationship is reflected in three main domains: cognitive, affective, and psychomotor. In the cognitive domain, students involved in tahfidz activities tend to show improved memory capacity, concentration, and understanding of Islamic concepts. In the affective domain, memorization contributes to the development of discipline, learning motivation, and positive attitudes toward religious values. Meanwhile, in the psychomotor domain, students demonstrate better performance in Qur’anic recitation skills, including fluency and accuracy in tajwid. However, the effectiveness of Qur’an memorization in improving learning outcomes is influenced by several moderating factors, including teaching methods, teacher competence, learning environment, and student characteristics. Ineffective instructional design and excessive memorization load without adequate comprehension may reduce its educational impact. In conclusion, Qur’an memorization contributes positively to learning outcomes in Islamic Religious Education at the elementary school level, provided that it is implemented through structured, balanced, and student-centered learning approaches. This study recommends the integration of memorization and comprehension-based strategies to optimize students’ holistic development.
Co-Authors Farida Nurul Khasanah Isnaini Nur Yahya Wassim Ahmad Fahrudin