Abstract
Purpose – This study explores the effectiveness of a movement-based approach to Qur'anic memorization among preschool children at TK (Preschool) Al-Fatihah School. Recognizing the critical role of early childhood in developing a strong attachment to the Qur'an, this research addresses the need for innovative methods that engage children both cognitively and physically, with the goal of enhancing their memorization and understanding of Qur'anic verses.
Methods/Design/Approach – A qualitative case study methodology was employed, focusing on 60 preschool children divided into an experimental group (n=30) and a control group (n=30). Data collection methods included participant observation, in-depth interviews with students, teachers, and parents, and document analysis. Thematic analysis was used to identify patterns in student engagement, memorization performance, and understanding of the Qur'anic verses.
Findings – The study found that the movement-based method significantly improved students' engagement and memorization. The experimental group memorized 15% more verses on average compared to the control group and demonstrated better long-term retention and fewer errors. Additionally, this method enhanced students' understanding of the verses, as the movements were designed to reflect the meanings of the words, facilitating deeper cognitive processing.
Originality/Value – This research contributes to the literature on Qur'anic education by demonstrating that movement-based memorization not only improves the quantity and accuracy of memorization but also enriches students' conceptual understanding. It underscores the importance of integrating physical activity with cognitive learning in early childhood education, particularly in religious contexts.
Practical Implications – The findings suggest that movement-based methods can be effectively integrated into Islamic preschool curricula to enhance Qur'anic memorization and comprehension. This approach fosters a more inclusive and engaging learning environment, catering to various learning styles and promoting sustained interest in Qur'anic studies.
Keywords Qur'anic memorization, movement-based learning, early childhood education, Islamic education, cognitive development
Paper type Research paper
Keywords
References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches . Sage publications.
Das, H., Wardah, S., & Halik, A. (2016). Kiat menulis karya ilmiah skripsi dan tesis . CV. Berkah Utami.
Hariyanto, Junaidi, & Nawafil, M. (2023). Peningkatan kompetensi menghafal al-qur’an siswa melalui metode pembelajaran inovatif di era normal baru. Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) , 6 (3), 440–452.
Julianto, T. A. (2020). Metode Menghafal dan Memahami al-Qur’an bagi anak usia dini melalui Gerakan Isyarat ACQ. IQRO: Journal of Islamic Education , 3 (1), 71–84.
Mudzakir, A. (2014). Pengantar Studi Islam . Wahid Hasyim University Press.
Nahar, S., Daulay, N. S., & Nazri, M. (2023). Optimalisasi menghafal Al-Qur’an: Penerapan metode Neuro Linguistic Programming (NLP) di Pesantren Islamic Centre Sumut.
FIKROTUNA: Jurnal Pendidikan Dan Manajemen Islam , 12 (2), 146–162.
Nurdiyanti, Y., Nurmalasari, N., & Hanafi, A. A. (2023). Pendampingan model kurikulum Mutsallatsah dalam optimalisasi program “Maghrib Mengaji” di Kabupaten Pangandaran. Warta LPM , 26 (4), 462–470.
Patton, M. Q. (2002). Qualitative research and evaluation methods (4th ed.). Sage Publications.
Qur, M. A., Dan, A. N., Ar, B., Gerakan, M., Dan, T., & Tubuh, U. (2021). Kajian metode acq (aku cinta al - qur’an): Menghafal al - qur’an dan bahasa ar ab menggunakan gerakan tangan dan tubuh untuk anak sekolah dasar dan sederajat . 494–503.
Setiawan, E. (2018). Meningkatkan kemampuan Membaca Awal Al-Qur’an Melalui Metode Albana Pada Anak Usia 5-6 Tahun. Al Mudarris: Journal of Education , li2 , 170.
Slamet, S., Shobahiya, M., Muwakhidah, Ambarwati, J. D., Wardhani, L. M., & Mukhlisin, Y. (2023). Optimalisasi daya ingat guru dan kepala TK Aisyiyah Surakarta melalui workshop hafalan Qur’an. Jurnal Ilmiah Kependidikan , 3 (2), 133–145.
Syahrizal. (2023). Optimalisasi pembelajaran tahfizh pada anak usia sekolah dasar melalui teori perkembangan kognitif Jean Piaget. El-Moona: Jurnal Ilmu Pendidikan Islam , 5 (1), 23–34.
Winkel, W. S. (2007). Psikologi pengajaran . Media Abadi.
Yusliani, H., Rosnidarwati, Saiful, M. R., & Zahri, F. N. (2023). Efektivitas gaya belajar VAK dalam metode pembelajaran tahfidz Kauny Quantum Memory (KQM). Edukasi Islami:Jurnal Pendidikan Islam , 12 (4), 2841–2854.
Licensing
©️ 2024 The Author(s). Published by Global Educational Research Review.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The terms of this license allow the posting of the Accepted Manuscript or Published Version in institutional or subject repositories by the author(s).
Reprints and Permissions
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0
International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any
medium, provided the original work is properly cited.
Permission is not required to reuse this article, in part or whole, as long as proper attribution is given
to the original work.
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References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches . Sage publications.
Das, H., Wardah, S., & Halik, A. (2016). Kiat menulis karya ilmiah skripsi dan tesis . CV. Berkah Utami.
Hariyanto, Junaidi, & Nawafil, M. (2023). Peningkatan kompetensi menghafal al-qur’an siswa melalui metode pembelajaran inovatif di era normal baru. Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) , 6 (3), 440–452.
Julianto, T. A. (2020). Metode Menghafal dan Memahami al-Qur’an bagi anak usia dini melalui Gerakan Isyarat ACQ. IQRO: Journal of Islamic Education , 3 (1), 71–84.
Mudzakir, A. (2014). Pengantar Studi Islam . Wahid Hasyim University Press.
Nahar, S., Daulay, N. S., & Nazri, M. (2023). Optimalisasi menghafal Al-Qur’an: Penerapan metode Neuro Linguistic Programming (NLP) di Pesantren Islamic Centre Sumut.
FIKROTUNA: Jurnal Pendidikan Dan Manajemen Islam , 12 (2), 146–162.
Nurdiyanti, Y., Nurmalasari, N., & Hanafi, A. A. (2023). Pendampingan model kurikulum Mutsallatsah dalam optimalisasi program “Maghrib Mengaji” di Kabupaten Pangandaran. Warta LPM , 26 (4), 462–470.
Patton, M. Q. (2002). Qualitative research and evaluation methods (4th ed.). Sage Publications.
Qur, M. A., Dan, A. N., Ar, B., Gerakan, M., Dan, T., & Tubuh, U. (2021). Kajian metode acq (aku cinta al - qur’an): Menghafal al - qur’an dan bahasa ar ab menggunakan gerakan tangan dan tubuh untuk anak sekolah dasar dan sederajat . 494–503.
Setiawan, E. (2018). Meningkatkan kemampuan Membaca Awal Al-Qur’an Melalui Metode Albana Pada Anak Usia 5-6 Tahun. Al Mudarris: Journal of Education , li2 , 170.
Slamet, S., Shobahiya, M., Muwakhidah, Ambarwati, J. D., Wardhani, L. M., & Mukhlisin, Y. (2023). Optimalisasi daya ingat guru dan kepala TK Aisyiyah Surakarta melalui workshop hafalan Qur’an. Jurnal Ilmiah Kependidikan , 3 (2), 133–145.
Syahrizal. (2023). Optimalisasi pembelajaran tahfizh pada anak usia sekolah dasar melalui teori perkembangan kognitif Jean Piaget. El-Moona: Jurnal Ilmu Pendidikan Islam , 5 (1), 23–34.
Winkel, W. S. (2007). Psikologi pengajaran . Media Abadi.
Yusliani, H., Rosnidarwati, Saiful, M. R., & Zahri, F. N. (2023). Efektivitas gaya belajar VAK dalam metode pembelajaran tahfidz Kauny Quantum Memory (KQM). Edukasi Islami:Jurnal Pendidikan Islam , 12 (4), 2841–2854.
Licensing
©️ 2024 The Author(s). Published by Global Educational Research Review.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The terms of this license allow the posting of the Accepted Manuscript or Published Version in institutional or subject repositories by the author(s).
Reprints and Permissions
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0
International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any
medium, provided the original work is properly cited.
Permission is not required to reuse this article, in part or whole, as long as proper attribution is given
to the original work.