Efektivitas Model Peningkatan Retensi kognitif Hafalan Al-Qur’an di Madrasah Aliyah Al-Lathifiyyah Palembang

Abstract

Qur’anic learning holds a vital position within the Islamic education system, as it is not merely oriented toward mastering recitation skills but also toward strengthening memory retention and internalizing spiritual values within students. In the context of tahfidz education, the ability to consistently maintain Qur’anic memorization remains a major challenge frequently encountered by students in various Islamic educational institutions. Numerous learning methods have been implemented to enhance the effectiveness of memorization; however, their success often depends on the intensity of interaction between teachers and students, as well as the quality of guidance provided throughout the learning process. This study aims to analyze the effectiveness of a model for improving cognitive retention of Qur’anic memorization through the implementation of the musy?fahah method at Madrasah Aliyah Al-Lathifiyyah Palembang. The musy?fahah method is a traditional approach to Qur’anic learning conducted through direct interaction between teacher and student, in which the student repeatedly imitates the teacher’s recitation until it is correct according to the rules of tajw?d and makhraj. This approach is believed to strengthen memory retention through auditory stimulation, active repetition, and emotional engagement between teacher and student. The study employed a quantitative approach with a quasi-experimental design involving two groups: an experimental group that used the musy?fahah method and a control group that used a conventional method. Research instruments included memorization tests and observation sheets to measure students’ cognitive retention levels before and after treatment. Data were analyzed using statistical tests to determine significant differences between the two groups. The findings revealed that the implementation of the musy?fahah method had a significant effect on improving the cognitive retention of Qur’anic memorization. Students who participated in learning through the musy?fahah method demonstrated greater improvement in memorization ability, pronunciation accuracy, and memorization stability compared to those taught using conventional methods. Thus, the musy?fahah method proved to be an effective learning model that not only enhances the cognitive aspect of memorization but also fosters students’ discipline, perseverance, and spiritual attachment to the Qur’an. These findings are expected to serve as a reference for developing tahfidz learning strategies in Islamic educational institutions.