PENGARUH METODE MENGHAFAL AL-QUR’AN DENGAN MUSHAF TERJEMAH INDONESIA DAN DILENGKAPI WAQAF IBTIDA'

Muhammad Haris Udin; Muh. Mutaqin

doi:10.33853/istighna.v9i1.998

Authors

Muhammad Haris Udin Institut Studi Islam Muhammadiyah Pacitan
Muh. Mutaqin

DOI:

https://doi.org/10.33853/istighna.v9i1.998

Keywords:

Waqaf ibtida', translated mushaf, Qur'an memorization (tahfizh), lahn jali, memorization quality

Abstract

This study aims to analyze the influence of the Qur'an memorization method using the Indonesian translated mushaf equipped with waqaf ibtida' features on improving the efficiency and quality of memorization among students at the Tahfizhul Qur'an Islamic Boarding School (PPTQ) Nashirul Qur'an Jepara. The background of this research is grounded in the phenomenon of low target achievement in students' memorization, which is attributed to limited comprehension of verse meanings, inconsistency in mushaf usage, and weak mastery of waqaf and ibtida' concepts in daily memorization submission practices.

This study employed a qualitative approach with a descriptive case study design. Data were collected through direct observation, semi-structured interviews, and official institutional documentation involving two active cohorts, namely the 12th cohort (2023–2024) and the 13th cohort (2024–2025), with subjects determined through purposive sampling. Data analysis was conducted inductively using the interactive model of Miles, Huberman, and Saldaña (2014), encompassing the stages of data condensation, data display, and conclusion drawing with verification.

The findings reveal three key elements that mutually reinforce one another in comprehensively improving memorization quality. First, comprehension of verse meanings through word-by-word translation facilitates deep processing within students' long-term memory structures. Second, the waqaf ibtida' feature serves as cognitive scaffolding that minimizes critical recitation errors (lahn jali) during memorization submission sessions. Third, consistent use of a single standardized mushaf strengthens the formation of stable spatial memory in students. The synergy of these three elements demonstrably increased the rate of memorization target achievement from 28.6% in the 12th cohort to 50% in the 13th cohort.

This study recommends that Qur'an memorization institutions incorporate mushaf standardization and integrated Qur'anic meaning comprehension programs as an inseparable component of their institutional curriculum policies.

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