KEPELBAGAIAN KOGNITIF DALAM PENDIDIKAN TAHFIZ KONTEMPORARI: TINJAUAN TEKNIK HAFAZAN AL-QURAN BERASASKAN ALAT BANTU VISUAL
COGNITIVE DIVERSITY IN CONTEMPORARY TAHFIZ EDUCATION: A DESCRIPTIVE STUDY OF QURANIC MEMORIZATION TECHNIQUES BASED ON VISUAL AIDS
DOI:
https://doi.org/10.35631/IJEPC.1164055Keywords:
Alat Bantu Visual (Visual Aids), Kognitif (Cognitive), Pendidikan Tahfiz (Tahfiz Education), Teknik Hafazan Al-Quran (Quranic Memorisation Techniques)Abstract
Kajian ini bertujuan menganalisis peranan alat bantu visual dalam meningkatkan ketekalan (itqān) hafazan Al-Quran dalam konteks pendidikan tahfiz kontemporari, serta menilai keberkesanannya berdasarkan kepelbagaian kognitif pelajar. Kajian ini menggunakan pendekatan kuantitatif melalui kaedah tinjauan soal selidik terhadap 256 pelajar tahfiz. Data dianalisis secara deskriptif bagi mengenal pasti kecenderungan teknik hafazan, tahap penggunaan alat bantu visual, serta persepsi pelajar terhadap keberkesanannya. Dapatan menunjukkan bahawa kaedah tradisional seperti pengulangan bacaan (tikrār) masih dominan manakala penggunaan alat bantu visual masih rendah. Namun, majoriti pelajar menunjukkan persepsi positif terhadap keberkesanan visual dengan menyatakan warna membantu hafazan dan mengakui kepentingan elemen visual dalam mushaf. Kajian ini merumuskan bahawa integrasi alat bantu visual berpotensi besar sebagai pelengkap kepada kaedah tradisional dalam pendidikan tahfiz. Walaupun penggunaannya masih terhad, penerimaan pelajar yang tinggi menunjukkan keperluan kepada pembangunan modul hafazan yang lebih inklusif dan responsif terhadap kepelbagaian kognitif. Oleh itu, pendekatan bersepadu yang mengimbangi tradisi talaqqī dengan inovasi visual disarankan bagi meningkatkan keberkesanan hafazan Al-Quran secara holistik.
This study aims to analyse the role of visual aids in enhancing the consistency (itqān) of Qur’anic memorisation within the context of contemporary tahfiz education, as well as to evaluate their effectiveness based on students’ cognitive diversity. The study employs a quantitative approach using a survey method involving 256 tahfiz students. Data were analysed descriptively to identify trends in memorisation techniques, the level of visual aid utilisation, and students’ perceptions of their effectiveness. The findings indicate that traditional methods such as repetitive recitation (tikrār) remain dominant, while the use of visual aids is still relatively low. Nevertheless, most students demonstrate a positive perception of visual strategies, acknowledging that the use of colour facilitates memorisation and recognising the importance of visual elements in the mushaf. The study concludes that the integration of visual aids holds significant potential as a complement to traditional methods in tahfiz education. Although their current application is limited, the high level of student acceptance highlights the need for the development of more inclusive memorisation modules that are responsive to cognitive diversity. Therefore, an integrated approach that balances the tradition of talaqqī with visual innovation is recommended to enhance the effectiveness of Qur’anic memorisation in a holistic manner.
Downloads
References
Azmil Hashim, Ab. Halim Tamuri, & Misnan Jemali. (2013). Latar belakang guru tahfiz dan amalan teknik pengajaran tahfiz al-Quran di Malaysia. The Online Journal of Islamic Education (O-JIE), 1(1), 28-39. https://ejournal.um.edu.my/index.php/O-JIE/article/view/5537/3294.
Baddeley, A. (2020). Working Memory. 3rd ed. Routledge.
Eitel, A., & Scheiter, K. (2015). Picture or text first? Explaining the sequence effect in learning from text and pictures. Educational Psychology Review, 27(1), 153-180. https://doi.org/10.1007/s10648-014-9264-4.
Faqihuddin, A., Firmansyah, M. I., & Muflih, A. (2024). Multisensory Approach in Memorizing the Al-Quran for Early Childhood: Integration of the Tradition of Memorizing the Al-Quran with Digital Technology. Al-Ishlah: Jurnal Pendidikan, 16(2), 1289–1302.
Fiorella, L., & Mayer, R. E. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 279-315). Cambridge University Press.
Gardner, H. (1993). Multiple Intelligences: The Theory In Practice. Basic Books.
Hashim, A. (2015). Pengajaran dan pembelajaran tahfiz Al-Quran di Malaysia: Satu sorotan literatur. Journal of Islamic and Arabic Education, 7(1), 29-42.
Kozhevnikov M, Evans C. & Kosslyn SM. Cognitive Style as Environmentally Sensitive Individual Differences in Cognition: A Modern Synthesis and Applications in Education, Business, and Management. Psychol Sci Public Interest. 2014 May;15(1):3-33. doi: 10.1177/1529100614525555. PMID: 26171827.
Mayer, R. E. (Ed.). (2021). The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781108894333
Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
Mustafa, N.M., Basri, M. & Ariffin, S. (2016). Gaya pembelajaran pelajar dalam proses hafazan dan kefahaman makna al-Quran: Satu tinjauan. Prosiding Seminar Antara Universiti Pengajian Lepasan Ijazah (SAPLI 2016), UNISSA, 1-5.
Mustafa, N.M. & Basri, M.. (2014). Perbandingan kaedah hafazan al-Quran tradisional dan moden: Satu kajian awal. Proceedings of the 2nd International Conference On Social Sciences Research (ICSSR 2014), 827-834.
Mustapha, N., Ariffin, S., & Rahman, A. A. (2021). Exploring Contemporary Quranic Memorization Techniques: A Systematic Review. International Journal of Academic Research in Business and Social Sciences, 11(4), 1122–1135.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
Saleh, U. R., & Azizi, N. a. N. M. S. (2023). Design Factors Of Potential Assistive Technology For Memorizing Al-Quran Learning Experience Among Tahfiz Students. Alam Cipta International Journal of Sustainable Tropical Design & Practice, 16(1), 21–27.
Surtahman, A. W. & P. Rameli, M. F. (2025). A preliminary review of the influence of colour and visual design in the process of Quranic memorization. Journal of Islamic, Social, Economics and Development (JISED), 10 (74), 446 - 457.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1-16. https://doi.org/10.1007/s11423-019-09701-3
Sweller, J., van Merriënboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5
Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-Dependent And Field-Independent Cognitive Styles And Their Educational Implications. Review of Educational Research, 47(1), 1-64
