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Journal of Theory and Research Memorization Quran
Published by International Islamic Studies Development and Research Center
ISSN : -     EISSN : 3090482X     DOI : -
Core Subject :
Journal of Theory and Research Memorization aims to provide a scholarly forum that facilitates discussion, research, and development of Quranic education. This peer-reviewed journal focuses on innovative, effective, and sustainable methodologies, theories, and practices of Quran memorization and Quran teaching. The scope of the Journal of Theory and Research Memorization includes: History of memorizing the Quran, Development of Quran memorization in the world, The development of Quran memorization in Indonesia, Methods of memorizing the Quran, Media of the Quran memorization method, Quran memorization techniques, The role of teachers and parents, Challenges and obstacles in memorizing the Quran, Strategies in memorizing the Quran, Use of technology to memorize the Quran. Journal of Memorizing Quran is a double-blind peer-reviewed scholarly open access journal. This journal publishes articles twice a year, namely April and October.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2025): October" : 5 Documents clear
Grounding the Quran Through the Thousand Hafiz Movement in Muslim-Majority Countries Sindy Wahyuni; Mudhiyatul Huda; Yufrizal Yufrizal; Mutathahirin Mutathahirin; Ikhwan Rahman
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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Abstract

Learning and memorizing the Quran is a demanding process that requires patience, time, and effective pedagogical strategies. Many students experience fatigue, boredom, and discouragement during this journey, which calls for innovative approaches to sustain motivation and strengthen memorization quality. This study aims to analyze the effectiveness of the Waqf 1,000 Hafiz Program in enhancing Quranic memorization among students in Islamic educational institutions. A qualitative case study design was employed, with data collected from 100 informants consisting of teachers and students, selected through purposive sampling. The primary instrument was an in-depth interview guide, supported by audio recordings and field notes. Data were analyzed thematically using Miles and Huberman’s interactive model, including data reduction, display, and conclusion drawing. The findings reveal that the implementation of the Waqf 1,000 Hafiz Program significantly improves students’ memorization achievements, discipline, and spiritual motivation. Moreover, the program strengthens the institution’s role in shaping religious character and fostering commitment to Quranic values. The implications highlight the importance of replicating similar initiatives in Muslim-majority countries as a strategy for grounding the Quran in daily life, while also serving as a scholarly reference for Islamic education and waqf-based policy development.
Inclusive Approaches to Quranic Memorization: A Case Study of Tahfiz Methods for Learners with Disabilities Muhammad Saminu; Zaifullah Athari; Sukree Langputeh
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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Abstract

Tahfiz Alquran is a fundamental tradition in Islamic education; however, for learners with disabilities, the memorization process requires adaptive and inclusive approaches. This study aims to analyze Quranic memorization methods applied to students with visual, hearing, and multiple disabilities, evaluate their effectiveness, and formulate implications for the development of inclusive tahfiz curricula. A qualitative case study method was employed, with data collected through teacher interviews, field observations in inclusive tahfiz institutions, literature review, documentation of Braille Quran and sign-language Quran manuscripts, and analysis of audio, visual, and tartil based learning practices. The findings reveal: i) audio-tartil methods, combining Braille Quran and murattal recitation, are effective for visually impaired learners; ii) visual-sign methods, such as Abata and sign-language Quran, assist hearing-impaired learners in recognizing letters and verses; iii) intensive repetition, family support, and the use of digital technologies (Braille Quran applications, sign-language videos) accelerate memorization; iv) spiritual motivation and inclusive environments are decisive factors for success. The novelty of this study lies in combining traditional tahfiz methods with digital tools and inclusive approaches. Its implications strengthen disability-friendly curricula, improve teacher skills, and support global inclusive education within the SDGs framework.
Profiles of the Prophet’s Companions as Guardians of Quranic Memorization and Transmission Muhammad Numan; Ahmad Hamed; Fathiyah Mohd Fakhruddin
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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Abstract

This study examines the role of the Prophet Muhammad’s companions who memorized the Quran in safeguarding revelation and shaping the intellectual tradition of Islam, emphasizing their contributions to oral transmission, written documentation, and the establishment of pedagogical models that remain central to Islamic education. Employing a literature review of classical sources (kutub al-turath) and contemporary scholarship on Quranic codification, the research highlights figures such as Ubay ibn Ka‘ab, Abdullah ibn Mas‘ud, Zayd ibn Thabit, and Ali ibn Abi Talib, who were recognized as leading authorities in Quranic memorization and teaching. These companions exemplified the integration of linguistic intelligence, spiritual devotion, and commitment to revelation, mastering the Quran comprehensively while verifying recitations, educating the tabi‘in generation, and contributing to the compilation of the mushaf during the caliphate of Usman ibn Affan. Their profiles demonstrate how memorization and teaching ensured the integrity and unity of the Quran across diverse communities. The findings affirm that Quranic memorization has strong historical roots and remains a cornerstone of Islamic pedagogy, scholarship, and spiritual practice, linking early preservation efforts with contemporary educational traditions and underscoring its enduring significance in both spiritual life and intellectual heritage.
Challenges in Quranic Memorization for Learners with Disabilities Thuwaiba Thuwaiba; Ibnu Muhammad Yamudin Salaeh
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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Abstract

Tahfiz Alquran is a core tradition in Islamic education requiring consistency, repetition, and accuracy of recitation. For learners with disabilities, however, the process presents complex challenges, including sensory limitations, communication barriers, and restricted access to learning media. This study aims to identify and analyze the main challenges faced by disabled learners in Quranic memorization and to formulate supporting factors that enhance the effectiveness of inclusive tahfiz learning. A descriptive qualitative approach was employed, combining literature review and field observation in inclusive tahfiz institutions. Data were collected through interviews with tahfiz teachers, document analysis (Braille Quran, sign-language Quran), and observation of audio-, visual-, and tactile-based learning practices. The findings reveal that the main challenges include limited learning media, insufficient teacher training in Braille and sign language, communication barriers in recitation, and lack of social support. Supporting factors such as spiritual motivation, intensive repetition, and digital technologies were found to accelerate memorization. The implications emphasize the need for disability-friendly tahfiz curricula, teacher training in specialized skills, and strengthened support from families and Islamic educational institutions. These findings can serve as a reference for pesantren, special schools, and tahfiz institutions in designing inclusive and sustainable Quranic memorization programs.
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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Abstract

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.

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