Not Enough to Memorize but Preserve Memory of the Quran: A Grounded Theory Study
Keywords:
huffadz, preserve memory, qur’anAbstract
The inability to preserve the memorization of the Quran is a threat to the huffadz in pesantren. Variants of memorization methods do not guarantee the preservation of memorization in the long term. The historical roots that preserve the memorization of the Quran have been recorded since the 6th century, becoming a tradition in the 17th century in Malay culture, then growing within the scope of pesantren in the early 19th century until now. This research aims to analyze and answer the above problems entitled prototype of a’rif al-haqiqqah, al qira’ah bibath’, tashih al-qira’ah (called HBTQ). A comprehensive study was explored using a grounded theory strategy through the Charmaz constructivist approach to construct the HBTQ prototype as a strategy for preserving Quran memorization Ma’had Qur’an Putri Pondok Pesantren Salafiyah Syafi’iyah Sukorejo. The research results show that this strategy ensures that every procedure is guaranteed accurate but sweetened with embedded transcendental factors such as setting targets, making a daily schedule, memorizing with tajwid-coded mushaf, having tashih al-tilawah friends, and forming habits al-qira’ah bibath’.
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References
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Creswell, J. W. (2020). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (6th ed.). Pearson Education, Inc.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design Choosing Among Five Approaches (4th ed.). Sage.
Dey, I. (2007). Grounding Categories. In A. Bryant & K. Charmaz (Eds.), The SAGE Handbook of Grounded Theory (pp. 167–190). SAGE Publications Inc.
Farida, N. R. N., Ma`arif, M. A., & Kartiko, A. (2021). Implementation of the Wahdah Method in Improving Students’ Ability to Memorize the Qur’an. Nazhruna: Jurnal Pendidikan Islam, 4(3), 518–530. https://doi.org/10.31538/nzh.v4i3.1084
Gamlath, S. (2022). Peer learning and the undergraduate journey: a framework for student success. Higher Education Research and Development, 41(3), 699–713. https://doi.org/10.1080/07294360.2021.1877625
Glaser, B. G., & Strauss, A. L. (2017). The Discovery of Grounded Theory: Strategies for Qualitative Research. Routledge Taylor & Francis.
Hanson, J. M., Trolian, T. L., Paulsen, M. B., & Pascarella, E. T. (2016). Evaluating the influence of peer learning on psychological well-being. Teaching in Higher Education, 21(2), 191–206. https://doi.org/10.1080/13562517.2015.1136274
Hashim, A. (2015). Correlation between strategy of Tahfiz learning styles and students performance in Al-Qur’an memorization (Hifz). Mediterranean Journal of Social Sciences, 6(2S5), 85–92. https://doi.org/10.5901/mjss.2015.v6n2s5p85
King, A. (2014). Discourse Patterns for Mediating Peer Learning. In Cognitive Perspectives on Peer Learning (pp. 87–115). Routledge. https://doi.org/10.4324/9781410603715-11
Latipah, E. (2022). Motives, self-regulation, and spiritual experiences of hafizh (the qur’an memorizer) in indonesia. International Journal of Instruction, 15(1), 653–672. https://doi.org/10.29333/iji.2022.15137a
Macnaghten, P., & Myers, G. (2004). Focus Groups. In S. Clive, G. Gobo, J. F. Gubrium, & S. David (Eds.), Qualitative Research Practice: paperback edition (pp. 65–79). SAGE Publications.
Mohamed Elhadj, Y. O. (2010). E-halagat: An e-learning system for teaching the holy quran. Turkish Online Journal of Educational Technology, 9(1), 54–61.
Morse, J. M. (2007). Sampling in Grounded Theory. In A. Bryant & K. Charmaz (Eds.), The SAGE Handbook of Grounded Theory (pp. 229–244). SAGE Publications.
Muhammad, A., Ul Qayyum, Z., Waqar Mirza, M., Tanveer, S., Martinez-Enriquez, A. M., & Syed, A. Z. (2012). E-hafiz: Intelligent system to help muslims in recitation and memorization of Quran. Life Science Journal, 9(1), 534–541. http://www.lifesciencesite.comhttp//www.sciencepub.net/lifehttp://www.lifesciencesite.com.80
Musa, M. G. Bin, Yusop, M. H. N. Bin, Sopee, M. M. B. M., & Ali, N. A. M. (2018). I-Tasmik mobile platform – Enabling tahfiz student to memorize Al-Quran independently. Proceedings - International Conference on Information and Communication Technology for the Muslim World 2018, ICT4M 2018, 24–29. https://doi.org/10.1109/ICT4M.2018.00014
Mustafa, N. M., Mohd Zaki, Z., Mohamad, K. A., Basri, M., & Ariffin, S. (2021). Development and Alpha Testing of EzHifz Application: Al-Quran Memorization Tool. Advances in Human-Computer Interaction, 2021. https://doi.org/10.1155/2021/5567001
Paulus, T., Woods, M., Atkins, D. P., & Macklin, R. (2017). The discourse of QDAS: reporting practices of ATLAS.ti and NVivo users with implications for best practices. International Journal of Social Research Methodology, 20(1), 35–47. https://doi.org/10.1080/13645579.2015.1102454
Rahmah, Y. A., Faridi, & Nur Afifah Khurin Maknin. (2021). Al-Qur’an Learning Model On The Qur’anic Fun Camp in Probolinggo. TADRIS: Jurnal Pendidikan Islam, 16(2), 271–285. https://doi.org/10.19105/tjpi.v16i2.4860
Riese, H., Samara, A., & Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25(5), 601–624. https://doi.org/10.1080/09518398.2011.605078
Sa’diyah, I. H., & Turmudi, M. (2022). Hubungan Persepsi Metode Fami bisyauqin terhadap Kecerdasan Emosional Hafiz di Pondok Pesantren Putri Al-Baqoroh Lirboyo. Indonesian Journal of Humanities …, 3(3), 325–336. https://doi.org/10.33367/IJHASS.V3I3.3489
Saifullah Bhutto. (2015). Traditional and Modern Methods Used for Memorization of Quran in Turkey. Ma’arif Research Journal, 10, 91–100. http://mrjpk.com/index.php/mrjpk/article/view/197
Saleem, A. (2018). Memorization Without Comprehension: A Window onto the “Extremities” of the Capability of Human Brain. Al-Idah, 36(1), 25–40. http://www.al-idah.pk/index.php/al-idah/article/view/36
Senan, N., Wan Ab Aziz, W. A., Othman, M. F., & Suparjoh, S. (2017). Embedding Repetition (Takrir) Technique in Developing Al-Quran Memorizing Mobile Application for Autism Children. MATEC Web of Conferences, 135, 00076. https://doi.org/10.1051/matecconf/201713500076
Strauss, A. L. (2003). Qualitative Analysis for Social Scientists. Cambridge University Press.
Sulastini, F., & Zamili, M. (2019). Efektivitas Program Tahfidzul Qur’an dalam Pengembangan Karakter Qur ’ ani. Jurnal Pendidikan Islam Indonesia, 4(1), 15–22. https://doi.org/10.35316/jpii.v4i1.166
Suwaid, A. R. (2018). Panduan Ilmu Tajwid Bergambar (10th ed.). Zamzam.
Ulumiyah, M., Maarif, M. A., & Zamroni, M. A. (2021). Implementation of the Tallaqi, Tafahhum, Tikrar and Murajaah (3T+1M) Method in the Tahfidz Istana Palace Learning Program. Jurnal Pendidikan Islam Indonesia, 6(1), 23–33. https://doi.org/10.35316/JPII.V6I1.342
Zamili, M. (2017). Riset Kualitatif dalam Pendidikan: Teori dan Praktik (1st ed.). Rajawali Press.
Akbar, T. K., & Gunawan, A. (2018). Menghafal Al-Qur`an dengan Otak Kanan (1st ed.). Gramedia.
Al Hafiz, M. M., Yusof, M. F., Ghazali, M. A., & Md. Sawari, S. S. (2016). Descriptive Qualitative Teaching Method of Memorization in The Institution of Tahfiz Al-Quran Wal Qiraat Pulai Condong and the Students’ Level of Academic Excellence. Mediterranean Journal of Social Sciences, 7(1), 2039–2117. https://doi.org/10.5901/mjss.2016.v7n1s1p79
Amin, H., & Pratama, Y. (2018). Kauny Quantum Memory Method in Memorising Al-Qur’an. International Journal of Multicultural and Multireligious Understanding, 5(3), 72–80. https://doi.org/10.18415/IJMMU.V9I1.3208
Amsteus, M. N. (2014). The validity of divergent grounded theory method. International Journal of Qualitative Methods, 13(1), 71–87. https://doi.org/10.1177/160940691401300133
Arifin, Z. (2019). Method of memorizing al-qur’an according to baduwailan. Studia Religia Journal, 3(2), 285–295.
Ayyad, E. (2022). Re-Evaluating Early Memorization of the Qur??n in Medieval Muslim Cultures. Religions, 13(2), 179. https://doi.org/10.3390/rel13020179
Azizah, N., Prasetyo, A. C., Azis, A., Munggaran, W. S., & Asih, N. S. S. (2021). Al-Quran Memorizing Training Using 2T+1M Method for Student with Visual Disability Through the Zoom Application. JASSI ANAKKU, 21(2), 161–168. https://doi.org/10.17509/jassi.v21i2.39275
Azra, A. (2004). Jaringan Ulama Timur Tengah dan Kepulauan Nusantara abad XVII dan XVIII: Melacak Akar-akar Pembaruan Pemikiran Islam di Indonesia. Mizan.
Azra, A., Burhanuddin, J., & Abdullah, T. (2015). Sejarah Kebudayaan Islam Indonesia: Institusi dan Gerakan, Jilid 3 (A. Azra, J. Burhanuddin, & T. Abdullah (eds.)). Direktorat Sejarah dan Nilai Budaya, Direktorat Jenderal Kebudayaan.
Basir, A., Istati, M., Hdi, M., & Masitah, S. (2020). The Repetition (Muraja’ah) Alternative Method to Motivate Santriwati Memorizing the Qur’an in Ma’had Tahfitdzul Quran Umar Bin Khattab-Banjarmasin. Journal of Advanced Research in Dynamical and Control Systems, 12(8), 376–388. https://doi.org/10.5373/jardcs/v12i8/20202485
Bryant, A., & Charmaz, K. (2007). Grounded Theory in Historical Perspective: An Epistemological Account. In A. Bryant & K. Charmaz (Eds.), The SAGE Handbook of Grounded Theory (1st ed., pp. 31–57). SAGE Publications Inc.
Bryant, A., & Charmaz, K. (2019). Editors’ Introduction. In A. Bryant & K. Charmaz (Eds.), The SAGE Handbook Of Current Developments In Grounded Theory (2nd ed., p. xxviii). SAGE Publications Inc.
Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. SAGE Publications Inc.
Charmaz, K. (2017). Constructivist Grounded Theory. In Journal of Positive Psychology (Vol. 12, Issue 3, pp. 299–300). Routledge. https://doi.org/10.1080/17439760.2016.1262612
Charmaz, K. (2020). The Genesis, Grounds, and Growth of Constructivist Grounded Theory. In J. M. Morse, B. J. Bowers, K. Charmaz, A. E. Clarke, J. Corbin, C. J. Porr, & P. N. Stern (Eds.), Developing Grounded Theory (pp. 153–187). Routledge. https://doi.org/10.4324/9781315169170-13
Charmaz, K., & Belgrave, L. L. (2019). Thinking About Data With Grounded Theory. Qualitative Inquiry, 25(8), 743–753. https://doi.org/10.1177/1077800418809455
Charmaz, K., & Thornberg, R. (2021). The pursuit of quality in grounded theory. Qualitative Research in Psychology, 18(3), 305–327. https://doi.org/10.1080/14780887.2020.1780357
Creswell, J. W. (2020). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (6th ed.). Pearson Education, Inc.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design Choosing Among Five Approaches (4th ed.). Sage.
Dey, I. (2007). Grounding Categories. In A. Bryant & K. Charmaz (Eds.), The SAGE Handbook of Grounded Theory (pp. 167–190). SAGE Publications Inc.
Farida, N. R. N., Ma`arif, M. A., & Kartiko, A. (2021). Implementation of the Wahdah Method in Improving Students’ Ability to Memorize the Qur’an. Nazhruna: Jurnal Pendidikan Islam, 4(3), 518–530. https://doi.org/10.31538/nzh.v4i3.1084
Gamlath, S. (2022). Peer learning and the undergraduate journey: a framework for student success. Higher Education Research and Development, 41(3), 699–713. https://doi.org/10.1080/07294360.2021.1877625
Glaser, B. G., & Strauss, A. L. (2017). The Discovery of Grounded Theory: Strategies for Qualitative Research. Routledge Taylor & Francis.
Hanson, J. M., Trolian, T. L., Paulsen, M. B., & Pascarella, E. T. (2016). Evaluating the influence of peer learning on psychological well-being. Teaching in Higher Education, 21(2), 191–206. https://doi.org/10.1080/13562517.2015.1136274
Hashim, A. (2015). Correlation between strategy of Tahfiz learning styles and students performance in Al-Qur’an memorization (Hifz). Mediterranean Journal of Social Sciences, 6(2S5), 85–92. https://doi.org/10.5901/mjss.2015.v6n2s5p85
King, A. (2014). Discourse Patterns for Mediating Peer Learning. In Cognitive Perspectives on Peer Learning (pp. 87–115). Routledge. https://doi.org/10.4324/9781410603715-11
Latipah, E. (2022). Motives, self-regulation, and spiritual experiences of hafizh (the qur’an memorizer) in indonesia. International Journal of Instruction, 15(1), 653–672. https://doi.org/10.29333/iji.2022.15137a
Macnaghten, P., & Myers, G. (2004). Focus Groups. In S. Clive, G. Gobo, J. F. Gubrium, & S. David (Eds.), Qualitative Research Practice: paperback edition (pp. 65–79). SAGE Publications.
Mohamed Elhadj, Y. O. (2010). E-halagat: An e-learning system for teaching the holy quran. Turkish Online Journal of Educational Technology, 9(1), 54–61.
Morse, J. M. (2007). Sampling in Grounded Theory. In A. Bryant & K. Charmaz (Eds.), The SAGE Handbook of Grounded Theory (pp. 229–244). SAGE Publications.
Muhammad, A., Ul Qayyum, Z., Waqar Mirza, M., Tanveer, S., Martinez-Enriquez, A. M., & Syed, A. Z. (2012). E-hafiz: Intelligent system to help muslims in recitation and memorization of Quran. Life Science Journal, 9(1), 534–541. http://www.lifesciencesite.comhttp//www.sciencepub.net/lifehttp://www.lifesciencesite.com.80
Musa, M. G. Bin, Yusop, M. H. N. Bin, Sopee, M. M. B. M., & Ali, N. A. M. (2018). I-Tasmik mobile platform – Enabling tahfiz student to memorize Al-Quran independently. Proceedings - International Conference on Information and Communication Technology for the Muslim World 2018, ICT4M 2018, 24–29. https://doi.org/10.1109/ICT4M.2018.00014
Mustafa, N. M., Mohd Zaki, Z., Mohamad, K. A., Basri, M., & Ariffin, S. (2021). Development and Alpha Testing of EzHifz Application: Al-Quran Memorization Tool. Advances in Human-Computer Interaction, 2021. https://doi.org/10.1155/2021/5567001
Paulus, T., Woods, M., Atkins, D. P., & Macklin, R. (2017). The discourse of QDAS: reporting practices of ATLAS.ti and NVivo users with implications for best practices. International Journal of Social Research Methodology, 20(1), 35–47. https://doi.org/10.1080/13645579.2015.1102454
Rahmah, Y. A., Faridi, & Nur Afifah Khurin Maknin. (2021). Al-Qur’an Learning Model On The Qur’anic Fun Camp in Probolinggo. TADRIS: Jurnal Pendidikan Islam, 16(2), 271–285. https://doi.org/10.19105/tjpi.v16i2.4860
Riese, H., Samara, A., & Lillejord, S. (2012). Peer relations in peer learning. International Journal of Qualitative Studies in Education, 25(5), 601–624. https://doi.org/10.1080/09518398.2011.605078
Sa’diyah, I. H., & Turmudi, M. (2022). Hubungan Persepsi Metode Fami bisyauqin terhadap Kecerdasan Emosional Hafiz di Pondok Pesantren Putri Al-Baqoroh Lirboyo. Indonesian Journal of Humanities …, 3(3), 325–336. https://doi.org/10.33367/IJHASS.V3I3.3489
Saifullah Bhutto. (2015). Traditional and Modern Methods Used for Memorization of Quran in Turkey. Ma’arif Research Journal, 10, 91–100. http://mrjpk.com/index.php/mrjpk/article/view/197
Saleem, A. (2018). Memorization Without Comprehension: A Window onto the “Extremities” of the Capability of Human Brain. Al-Idah, 36(1), 25–40. http://www.al-idah.pk/index.php/al-idah/article/view/36
Senan, N., Wan Ab Aziz, W. A., Othman, M. F., & Suparjoh, S. (2017). Embedding Repetition (Takrir) Technique in Developing Al-Quran Memorizing Mobile Application for Autism Children. MATEC Web of Conferences, 135, 00076. https://doi.org/10.1051/matecconf/201713500076
Strauss, A. L. (2003). Qualitative Analysis for Social Scientists. Cambridge University Press.
Sulastini, F., & Zamili, M. (2019). Efektivitas Program Tahfidzul Qur’an dalam Pengembangan Karakter Qur ’ ani. Jurnal Pendidikan Islam Indonesia, 4(1), 15–22. https://doi.org/10.35316/jpii.v4i1.166
Suwaid, A. R. (2018). Panduan Ilmu Tajwid Bergambar (10th ed.). Zamzam.
Ulumiyah, M., Maarif, M. A., & Zamroni, M. A. (2021). Implementation of the Tallaqi, Tafahhum, Tikrar and Murajaah (3T+1M) Method in the Tahfidz Istana Palace Learning Program. Jurnal Pendidikan Islam Indonesia, 6(1), 23–33. https://doi.org/10.35316/JPII.V6I1.342
Zamili, M. (2017). Riset Kualitatif dalam Pendidikan: Teori dan Praktik (1st ed.). Rajawali Press.
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2025-10-07
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Siti Mujijatirrahmah, & Zamili, M. (2025). Not Enough to Memorize but Preserve Memory of the Quran: A Grounded Theory Study. Jurnal Pendidikan Islam Indonesia, 10(1), 18–34. Retrieved from https://ojs.pps-ibrahimy.ac.id/index.php/jpii/article/view/556
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