The Memorizing, Marking and Scanning (MMS) Method for Qur’an Memorization in An-Nur 2 Al-Murtadlo: A Grounded Theory Study
DOI:
https://doi.org/10.59944/amorti.v5i3.1414Keywords:
Tahfidz Al-Qur'an, Grounded Theory, Cognitive Psychology, Self-Regulation, Memory, PesantrenAbstract
This study was motivated by the rapid growth of Qur'an memorization (tahfidz) institutions in Indonesia, creating the need for structured cognitive strategies to overcome memory load and improve the retention of mutashabihat (similar) verses. The study explored the cognitive processes underlying the Memorizing, Marking, and Scanning (MMS) method developed at An-Nur 2 Islamic Boarding School, Bululawang. Using a qualitative approach with a Constructivist Grounded Theory design, data were collected through in-depth interviews, participant observation, and Focus Group Discussions involving seven participants, including the method's initiator, facilitators, and students. The findings indicate that MMS is more than a conventional memorization technique; it is a cognitive learning system integrating Information Processing Theory and Dual Coding Theory. The Memorizing stage strengthens verbal-auditory memory through repetition, Marking serves as a metacognitive monitoring process to identify and correct memory gaps, and Scanning reinforces retention through visual-spatial memory cues. The effectiveness of the method is supported by students' self-regulation in managing limited study time and facilitators' flexibility in accommodating different learning styles. In conclusion, MMS represents a holistic and adaptive cognitive intervention that enhances the long-term retention of Qur'an memorization. The findings provide a new theoretical framework for improving Qur'an memorization learning management in contemporary educational settings.
References
Adriani, D., Amani, P., Putri, I., & Fauzi, F. (2024). Menghafal Al-Quran: Tinjauan fungsi kognitif. Jurnal Kedokteran, 9(1), 147–151. https://doi.org/10.25105/pdk.v9i1.17487
Akhtar, J. H., & Mahmood, N. (2013). Development and validation of an academic self-regulation scale for university students. Journal of Behavioral Science, 23(2), 37–48.
Alhazmi, A. (2024). Audiovisual media and dual coding theory interventions in education. Journal of Cognitive Retention, 12(3), 45–59.
Anggraeni, D. D. A., Wuryanto, E., & Ahmadi, A. (2024). Strategi guru PAI dalam meningkatkan hafalan Al-Qur'an melalui program tahfidz. Paedagogie: Jurnal Pendidikan dan Studi Islam, 5(2), 105–121.
Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources among university students. Education Research International, 2015, 1–9. https://doi.org/10.1177/2055102915596714
Budi, M. H. S., & Richana, S. A. (2022). Strategi guru dalam meningkatkan hafalan santri pada program kelas tahfidz di SMA berbasis pesantren. Vicratina: Jurnal Ilmiah Keagamaan, 10(1), 144–154.
Cahya, N., et al. (2023). Analisis metode menghafal Al-Qur'an berdiferensiasi: Studi komparasi. Jurnal Risalah, 9(1), 12–25.
Charmaz, K. (2017). The power of constructivist grounded theory for critical inquiry. Qualitative Inquiry, 23(1), 34–45. https://doi.org/10.1177/1077800416657105
Diba, I. F., & Muhid, A. (2022). Proses kognitif pada penghafal Al-Qur'an. Jurnal Hikmah: Jurnal Pendidikan Islam, 11(1), 32–43.
Fauzan, A., & Wahid, A. (2025). Strategi guru tahfidz melalui metode pengulangan dalam meningkatkan hafalan Al-Qur'an santri. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 3(4), 4085–4093. https://doi.org/10.31004/jerkin.v3i4.1195
Gustami, B. A., & Hardono, A. Y. (2026). Metode menghafal Al-Qur'an di Pondok Pesantren Nurussunnah Semarang prespektif information processing theory. Al-Zayn: Jurnal Ilmu Sosial & Hukum, 4(3), 1220–1235.
Hasanah, N., Toib, T., & Sari, Z. L. (2026). Pembelajaran tahfidz juz 30 berbasis psikologi kognitif untuk meningkatkan kualitas hafalan siswa di MTs Al Madani Pontianak. Jurnal Reformasi Agama Islam, 10(1), 18–35.
Heli, S. (2024). Motivation and learning strategies for college success: A focus on self-regulated learning (7th ed.). Routledge.
Hidayat, R. (2025). Transformasi kognitif santri penghafal Al-Qur'an prespektif neuroplastisitas. Almada: Jurnal Agama Islam, 6(1), 1–15.
Izza, R. T. (2021). Regulasi diri pada santri penghafal Al-Qur'an tingkat sekolah menengah: Systematic review. Jurnal Ilmu Tarbiyah, 1(1), 59–72.
Khan, M. I., & Khan, A. N. (2024). Exploring management practices and theories through grounded theory: A review. Journal of Policy Options, 7(3), 39–46. https://doi.org/10.5555/jpo.v7i3.381
Mahfidhoh, W., Ningrum, J., & Muhid, A. (2024). Perkembangan kognitif anak dalam menghafal Al-Qur'an prespektif Jean Piaget. Muallim: Jurnal Pendidikan Islam, 5(2), 1–15.
Muarif, A. (2024). Pengaruh psikologi kognitif dalam capaian hafalan Al-Qur'an. Jurnal Psikologi Islam, 8(2), 45–56.
Murniyanto, M., Asrori, A., & Syarif, A. (2023). Tahfidz learning management at pesantren-based higher education. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(2), 31–46. https://doi.org/10.21093/fj.v11i1.1368
Musaropah, U., Mahali, M., Umam, M. K., Jannati, J., & SH, R. (2021). Pelajaran tahfidz Quran di Madrasah Ibtidaiyah Darul Qur'an Kabupaten Gunungkidul. Elementaria: Jurnal Kajian Pendidikan Dasar, 4(1), 12–25.
Naim, N. J. (2017). Pengaruh berpikir positif terhadap motivasi berprestasi pada santri tahfidzul Qur'an di Pondok Pesantren Walisongo Putri. Jurnal Psikologi Pendidikan, 12(2), 22–35.
Nuruddaroini, N. (2022). Penghafal Alquran perspektif sikap kognitif. Al-Muhith: Jurnal Ilmu Qur'an dan Hadits, 3(2), 1–15.
Oktapiani, M. (2020). Tingkat spiritual dan kemampuan dalam menghafal Al-Qur'an. Jurnal Studi Al-Qur'an, 4(1), 20–35.
Putra, A. (2023). Korelasi menghafal Al-Qur'an terhadap mentalitas inovatif dan kecerdasan kognitif masyarakat. Al Qalam: Jurnal STIQ Amuntai, 8(2), 56–70.
Rahman, F., & Hakim, L. (2025). Grounded theory as a qualitative research method in Islamic studies. Qualitative Research Journal, 25(2), 112–128.
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003
Rosikhoh, M., Mardhiyatirrahmah, & Abdussakir. (2019). Kemampuan metakognisi santri tahfidz dalam pemecahan masalah. Journal of Math, 1(2), 103–118.
Saebani, B. A. (2024). Implementasi kegiatan haflah tilawah Quran dalam meningkatkan kemampuan membaca Al-Quran santri di Pondok Pesantren Al-Mushhafiyyah. Jurnal Pendidikan Islam, 1(4), 19–30.
Sulaiman, A., Syakarofath, N. A., & Kusmana, K. (2024). Kritik epistemologi Islam oleh Muhammad Abid Al-Jabiri dan implikasinya pada Islamisasi psikologi. Academic Journal of Islamic Principles and Philosophy, 5(1), 121-146.
Sulaiman, A., Rokhmah, S. N., & Royhana, S. F. (2024). Pengaruh Religiusitas terhadap Disposisi Berpikir Kritis dengan Keyakinan Epistemik serta Emosi Epistemik sebagai Mediator: The Influence of Religiosity on Critical Thinking Disposition with Epistemic Beliefs and Epistemic Emotions as Mediators. Jurnal Filsafat Indonesia, 7(3), 522-531.
Sulaiman, A. (2023). Islamic Worldview in The Perspective of MTM Yazdī and SMN Al-Attas and Their Implication on Islamization of Knowledge. Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism, 9(1), 43-62.
Sulaiman, A., & Umi, U. S. (2023). Falsafah ‘Merdeka Belajar Kampus Merdeka’dan Implikasinya pada Strategi Belajar: Critical Synthesis Review. ZAHRA: Research and Tought Elementary School of Islam Journal, 4(1), 42-57.
Sulaiman, A., & Azizah, S. (2020). Problem-Based Learning to Improve Critical Thinking Ability in Indonesia: A Systematic Literature Review. Jurnal Pedagogik, 7(01), 139-152.
Susanti, R., & Sulaiman, A. (2022). Minimalisme dan zuhud: Perbandingan gaya hidup barat dan islam serta manfaatnya bagi kesehatan mental. Cognicia, 10(1), 28-33.
Syaripuddin, S. S. (2020). The development of tahfizd institution and PAI in Indonesia. TOFEDU: Journal of Education, 2(1), 54–65.
Sarfo, M. (2024). Grounded theory for qualitative research. SAGE Publications Ltd.
