Volume 6 Issue 6 (2022) Pages 5913-5922

Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini

ISSN: 2549-8959 (Online) 2356-1327 (Print)

Learning and Memory of Early Childhood Tahfiz

Quran: A Systematic Review
Tarmilia1, Feby Fadjaritha1, Intan Wahyu Istiqomah1, Eny
Purwandari1, Fonny Dameaty Hutagalung2
Psikologi, Universitas Muhammadiyah Surakarta, Indonesia(1)
Educational Psychology and Counselling, Universiti Malaya, Malaysia(1)
DOI: 10.31004/obsesi.v6i6.1707

Abstract
Some of Tahfiz houses which were built to teach memorising Quran have difficulty in
choosing a method that is suitable for the psychological development of early childhood.
This study aims to examine the method of memorising the Quran in terms of psychological
theory. This study uses a qualitative systematic review method following PRISMA with
stages: (1) Identification; (2) Screening; (3) Eligibility; and (4) Included. The three stages of
reviewing journal articles are: searching for journal articles, mapping themes, and analysing
based on inclusion criteria. The result is that there are two suitable methods for early
childhood, namely Bayani based on the verbal mnemonic technique and Kaisa based on the
mnemonic physical response. This finding is expected to be developed by further research
and be useful for tahfiz houses teachers to choose the method of memorising the Quran for
early childhood according to psychological development.

Keywords: early childhood; memorise quran; mnemonic techniques; psychological.

Copyright (c) 2022 Tarmilia, et al.

 Corresponding author : Tarmilia
Email Address : [email protected] (Semarang, Indonesia)
Received 1 August 2021, Accepted 4 May 2022, Published 23 September 2022

Introduction
The facts show that there is an extraordinary interest among muslims in Indonesia to
memorise the Quran. According to KH Husnul Hakim there were 30 thousand people who
have memorised the Quran in Indonesia in 2017 (Jawapos.com, 2017) and more than 1,200
tahfiz houses throughout Indonesia (https://www.republika.co.id, 2020). Muslims memorise
the Quran to carry out Allah's commands and follow the example of the Prophet Muhammad
(P.B.U.H). Memorising the Qur'an has a positive impact on the education and socio-cultural
life of children (Nawaz & Jahangir, 2015). There are also tahfiz houses those are devoted to
children from the age of 3 years. Tahfiz houses are houses or buildings where the teachers teach
students to memorise Quran. They were built by the state or the communities. They serve
students of all range of ages. The existence of the tahfiz house is an interesting study from a
psychological perspective. Especially from the perspective of the developmental psychology
of children. By using some methods that considering the developmental psychology of
children, the practise of teaching memorising the Quran can be successful and enjoyable for
the children.
Arabic is a foreign language for Indonesian children. Teaching memorising the Quran
to early childhood can use the principle of teaching a foreign language, for example English.
Teachers should not stress children because they only use memorisation and drill methods.

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Teachers can use an interesting way with a friendly approach. The Total Physical Response
method is very appropriate to be used because it involves physical movement (Dikilitas &
Mumford, 2020) so that children are happy to hear, imitate, pronounce, repeat, and
demonstrate, finally they understand and memorise by themselves. Meaningful play
strategies foster children's enthusiasm to be actively involved in the language learning process
(Yang et al., 2021). Teachers should respect the student learning process, provide a comfortable
and interesting atmosphere (Cortina-Pérez & Andúgar, 2017). The teacher uses Quick Cards
through the Total Physical Response (TPR) method to introduce vocabulary and stimulating
English (Khusniyati et al., 2020). Teachers use expressions and gestures (Er, 2014). One of the
methods that help children to remember prayers is sima'i (listening) (Muslim et al., 2019).
However, in memorising the Quran, children are not required to understand the
meaning of each vocabulary or be able to read Arabic letters. They simply recognise the
phonetic or sound and then imitate it. The teacher prepares children for phonological
awareness before learning to read (Agnes et al., 2018). A phoneme is the smallest unit of sound
in a language that has meaning. In one word there are several phonemes. The ability to
distinguish each phoneme is called phoneme awareness (Agnes et al., 2018). The children who
memorise the Quran are trained to vocalise the verses. They become having an Arabic
phoneme awareness. Memorising the Quran improves children’s phonemic fluency (Sirin et
al., 2021).
Human experiences cognitive development since he was born. Cognitive development
in the form of perception, memory, language, and thought is a combination of genetic
inheritance and interaction with the environment. Human cognitive development according
to Piaget (in Solso et al., 2014) undergoes several phases. The first phase is the sensorimotor
period (birth to 2 years) which is marked by not having language only gibberish, knowing
only what is seen now. The second phase is the preoperational period (2 to 7 years) which is
characterised by egocentricity, not being able to think logically and conversely. The third
phase, namely the concrete-operational period (7 to 11 years), at this stage the child has been
able to classify and relate, understand numbers, and think concretely. The fourth phase is the
formal-operational period (adolescence and adulthood), at this stage, a person has been able
to think rationally, abstractly, have ideals and think formally. Early childhood is included in
the preoperational phase. Therefore, in memorising the Quran, they don't have to understand
the meaning of the Arabic vocabulary but just get to know phonemes or sounds. So they don't
need semantic memory. Semantic memory is memory about words, concepts, rules, and
abstract ideas in language use (Solso et al., 2014). In memorising the Quran, the child's brain
goes through the process of entering sensory information into short-term memory, and then
by using certain memorisation methods it is stamped into long-term memory that can be
recalled at any time. Mnemonic techniques can be used to recall a memory from long-term
memory (LTM) (Solso et al., 2014).
However, the tahfiz houses faced several obstacles because the methods used were not
appropriate for early childhood psychological development. The emphasis is on adding verses
to be memorised, but children often forget and get bored in memorising (Hidayah, 2016). This
study aims to study the method of memorising the Quran in terms of psychological theory in
early childhood. The significance of this study is the discovery of the method of memorising
the Quran in early childhood based on psychological theory; therefore, it can assist the
development of the methods in future studies.

Methodology
This research applies a qualitative systematic review method as the aim of the research
is to study the method of memorising the Quran in terms of psychological theory in early
childhood. The phases of systematic review using the flow of PRISMA (Preferred Reporting
Items for Systematic reviews and Meta-Analyses) as seen in Figure 1: (1) Identification; (2)
Screening; (3) Eligibility; and (4) Included (Moher et al., 2009). The inclusion criteria of this

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systematic review are (1) Full-text journal articles; (2) suitability with keywords; (3) open-
access journal articles; (4) journal articles published in 2010-2021; (5) the method to memorise
the Quran; and (6) the subjects in journal articles are early-childhood.

By using Publish or Perish with the Google Scholar

Identification database journal articles were searched with the
keywords "children", "memorise" and "Quran"
published from 2010 to 2021 with a search limit of 200
journal articles.

Screening Still like the first step, but added criteria in the search
with the title word "method", then found 49 journal
articles.

Based on the purpose of this study, 49 journal articles

have been found and then saved with the type of
RIS/ Reference Manager, which will later be used for
the theme mapping stage.

Eligibility
6 journal articles are selected from 49 journal articles.
Those journal articles discussed some methods of
memorising the Quran

Included Of the 6 journal articles, then selected again so that

there were 2 journal articles that the subjects early
childhood

Figure 1. The flow of systematic review by using PRISMA

doi: 10.1371/journal.pmed.1000097

The journal articles reviewed in this study went through three stages: (1) article search;
(2) theme mapping; and (3) analysis. The journal articles were searched by using the Publish
or Perish software with the Google Scholar database which does not request register an
account, journal articles were searched with the keywords "children", "memorise" and "Quran"
published from 2010 to 2021 with a search limit of 200 journal articles. The theme mapping
stage of the journal articles that have been searched is then entered into the VOSviewer
software for analysis which will later produce groups of themes and display the
interrelationships of the emerging themes. The data analysis stage is the journal articles review
stage that produces data to answer the research question. In addition, at this stage the analysis
is focused on cluster analysis, mapping the themes of the Al-Qur'an memorisation method.
Based on 49 journal articles analysed, the concept of the method of memorising the Quran is
produced which is associated with psychological theory for early childhood. The data has been
collected from April to May 2021. Book chapter, editorial sections were not included, only
journal articles and conference proceedings to be reviewed.

Result and Discussion

The 49 selected journal articles were reviewed on the VOSviewer application to obtain
a collection of related theme clusters figure 2. The result is that there are 5 clusters with 29
items appearing (Table 1). Each cluster is represented by 5 different colour codes, according to

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the themes that emerge from these journal articles. The red is the first cluster. The green is the
second cluster. The blue is the third cluster. The yellow is the fourth cluster. And purple is the
fifth cluster. Each cluster contains items that can be a guide for researchers to determine the
initial steps of their research regarding memorisation methods for early childhood.

Figure 2. Theme Linkage

In the first cluster, there are 7 items with a total of 65 occurrences in journal articles.
In this cluster, the dominant item that appears is the subject of the journal articles: children or
students. In the second cluster, there are 6 items with a total of 21 occurrences in journal
articles. In this cluster, the dominant item that appears is the application or concept of
learning to memorise the Quran. In the third cluster, there are 3 items with the same meaning,
namely the Quran. As the subjects of the theme of memorising the Quran are children.
In the fourth cluster, there are 6 items with a total of 22 occurrences in journal articles.
The dominant items that appear are teachers and implementation. This cluster raises the
carrying capacity of the subject in memorising the Quran and how to implement the method
and teaching. In the last cluster, there are 4 items with a total of 14 occurrences in journal
articles. The dominant items that appear are study and meaning.

Table 1. Cluster and Item

Cluster Item Total Appearance

Cluster Arabic (2), Attention (2), Child (37), Development (5),
65
1 Memorisation (7), Memorising (3), Student (9)
Cluster Application (7), Concept (2), Holy Quran (4), Islam (2),
21
2 Learning (4), Person (2)
Cluster Abahata Al Jabari method (2), Al Quran (4), Children (5),
21
3 Koran (3), Low Function Autism (2), Quran (5)
Cluster Attitude (3), Implementation (5), Limited Reading (2),
22
4 Reading (3), Tartil (2), Teacher (7)
Cluster
Glorious Quran (2), Meaning (4), Study (6), Teaching (2) 14
5

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The VOS viewer application displays items or keywords that often occur in these
journal articles. So that some of the most dominant items occur in the journal articles results.
From 49 journal articles that were screened, the top 3 most dominant items that appeared were
Children, Memorising, and Applications. Children need the right method in memorising the
Quran according to their cognitive and psychological development. Teachers must be able to
choose methods that are appropriate for the cognitive and psychological development of early
childhood. Teachers apply these methods to help young children memorise the Quran happily
and easily. These three dominant items can be used as a concern in developing research on
early childhood memorising the Quran. The search results found 6 journal articles discussing
the application or use of methods in memorising the Quran as seen in Table 2. The searching
used English terms but the 6 journals occurred were written by Indonesian authors.
Muraja'ah comes from Arabic which means to return. There are two types of muraja’ah,
namely individually and in a pair or group. Muraja'ah in pairs means the memorisers of the
Quran do muraja'ah with friends by taking turns depositing their memorisation of the Quran.
Then he writes the verses. After following the memorisation programme each student
performs muraja'ah on the teacher, both new and old memorisation (Basir et al., 2020).
The Wahdah method is memorising one verse at a time. Students read each verse
repeatedly (ten times until twenty times or more) so that the process of forming a recitation
pattern in students’ brains. Then students deposit their memorisation directly to the teacher.
Students who memorised the Quran using the Wahdah method showed that they memorised
the Quran more than other methods at Junior High School 1 Sukamakmur (Khafidah et al.,
2020).

Table 2. The Methods to Memorise Quran

Authors &
No Tahfiz Students Method Result
Year
Students of Tahfiz
(Basir et al., Muraja’ah Students' memorisation is better and
1 house of Umar Bin
2020) (Sorogan) correct in terms of makhraj and tajwid.
Khattab Banjarmasin
Students of State Junior Students’ memorisation of Quran is
(Khafidah et
2 High School 1 Unggul Wahdah better by using Wahdah method than
al., 2020)
Sukamakmur by using other methods.
Pretest Score: 68.44
Posttest result: 96.44
(Ma'rufah &
T-Test Result: 0.000<0.05
3 Windiarti, 32 kids 4-6 years old Kaisa
This method has a significant effect
2020)
on improving children's
memorisation
Students of Early
(Muslim et al., Improved memorisation of children's
4 Childhood School Pelita Sima’i
2019) daily prayers
Hati
Islamic School Ma’arif
Can memorise juz 30 and 2 selected
NU 1, Sukawera,
(Sarman, surahs, namely: the Yaasin and Al
5 Banyumas Kitabah
2019) Waqiah. And can write down
Students grade 1, 4 dan
memorised verses.
6
6 (Hasna, 2019) 250 early Children Bayani untold

The next method is the Kaisa method. It is a method of memorising with gestures and
cues. The movements describe the meaning of the memorised verses of Quran. It is fun and
children do not get bored easily. The Kaisa method significantly helps children memorise short
surahs from the Quran (Ma’rufah & Windiarti, 2020). The repetition contained in the Kaisa
Method helps the information received to be stored firmly in long-term memory. The teacher

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asked the students to pay attention to her movement and reading. The students pay attention
visually and auditory. The methods to memorise quran can seen in table 2.
There was an increase in memorising the daily prayers of early childhood school Pelita
Hati students after using the Sima'i method in the memorisation process. Nevertheless, this
article does not determine the effectiveness of sim’ai methods to increase early childhood
memorising the Quran. Sima'i means to hear. The teacher pronounces the memorisation by
giving pauses or cutting the memorisation so that the children can listen better. After listening,
the children went to the teacher to deposit their memorisation. Next, students listen to the
teacher repeating memorisation to strengthen the existing memorisation (Muslim et al., 2019).
The method of memorising the Kitabah combines writing verses from the Quran and
memorising what has been written. How to use the Kitabah method is as follows; (1) Copying
the verse to be memorised from the Quran according to the target for memorisation, (2)
reading the text until it is fluent and then memorising the verse 5 times while correcting the
accuracy of the memorisation in the writing, (3) The verse to be memorised is read many times
and then memorised a little to five lines then the verses are written in the book to strengthen
their memorisation, (4) The verse to be memorised is written first on the blackboard, then the
teacher reads the verse slowly while cutting it if it is long. After reading, students follow the
teacher's reading while looking at the writing. After memorising, the written is deleted. The
teacher then instructs the students to rewrite the verses in their respective books (Sarman,
2019).
In Bayani method, the students learn from the teacher who is an expert in memorising
and reading the Quran. The Bayani method is carried out in 4 stages. The first stage of the
opening is carried out in 5 minutes. The teacher gives greetings, cheers and prepares the
children to be ready to start memorising. The second stage is apperception for 15 minutes. The
content is to repeat the previous memorisation, to strengthen the verse that the child has
memorised. The third stage is the core of the day's memorisation material which is divided
into 4 parts. (1) Tilawah and Tahsin (concept building), the teacher reads the day's verse and
gives the correct and rules of pronunciation and reading. Early childhood imitating the
teacher’s pronunciation part by part. (2) Tahfiz (Understanding the concept), the children take
turns depositing their memorisation to the teacher. While the other children who were waiting
for their turn listened to each other's memorisation. (3) Tafsiir (Explaining the contents), in this
section the teacher explains the contents of the verse, the story behind it, and the reason for
the revelation of the verse. (4) Ibrah (values/morals), the teacher explains the lessons or moral
values that can be learnt into lessons, so that later the children can apply the lessons from the
memorised verses. The third stage is evaluation. The teacher takes the child's daily
achievement score. There is also an evaluation every 3 months, where the children display the
results of their memorisation so far. The fourth stage is closing, the teacher conditions the
children to provide motivation and prayer. The advantage of this method is that, in addition
to memorising verses and surah in the Quran following the correct reading law according to
the teacher's example, children also know the contents of the verse or surah along with the
lessons that can be taken (Hasna, 2019).
Of the six methods reviewed from the journal articles, there are two methods of
memorising the Quran that have been applied to the early childhood level. Those are the
Bayani and the Kaisa method. The Kaisa method is preferred by children even though it takes
more time to memorise movements as well as verses (Salamah, 2018). Children's ability to
memorise the Quran increases by using Kaisa rather than just repeating it (Maryam, 2019).
Although each has its characteristics and advantages, there are some similarities in the
implementation of the method. The similarity in the process of instilling verses into long-term
memory (LTM) in the child's brain. The process begins with giving examples verbally by the
teacher to the children. Followed by repetition by children, both individually and together
with friends. Short-term memory (STM) will be converted to long-term memory (LTM) if
trained repeatedly (Solso et al., 2014).

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To aid memory-enhancing coding and aid in memory retrieval, cognitive experts

suggest using mnemonics. Mnemonic is a verbal and visual technique for remembering new
information and recalling memories (Solso et al., 2014). There are five mnemonic techniques
discussed by Solso et al., 2014, namely: Recall of Names, Verbal Techniques, Key Word
Method, Peg Word System, and Method of Loci. Method of Loci associates certain objects with
certain places. The Peg Word System is a system in which is a person learns a series of words
that serve as “pegs” in which items to be memorised are “hanged”, just as clothes are hung on
hangers. Key Word Method which is useful in learning foreign language vocabulary. Verbal
Techniques for example by making acronyms, or words that are formed based on the first
letter in a phrase or group of words. Another way is by semantic groupings such as food,
vegetable, or fruit groups. Another example of a verbal technique is telling a story to memorise
vocabulary. The teacher tells the story and the meaning of the verses that the child has
memorised, including verbal mnemonic techniques. Recall of Names is very important to
remember the names of faces. Another mnemonic technique is Physical Responses Methods.
According to Thompson, 1987 the physical response method invites children to move their
limbs to describe the meaning of words (Amiryousefi & Ketabi, 2011).
The kaisa method was created by Laili in 2012-2014 to help her children memorize the
Quran. Kaisa is her daughter's name. The Kaisa method uses movements according to the
translation of the verse so that children can memorise easily (Mirzahusni, 2016). The Kaisa
method uses the mnemonic Physical Responses Method. The process of remembering and
recalling the Quran employing the Kaisa method can be described in figure 3. In the early
childhood’s brain, the process of memorising the Quran by using the Kaisa method passes
four stages. First, the stimulus of movement and the teacher’s pronunciation is received by the
child’s visual sense and auditory sense. Second, those recitations are sent into short-term
memory. The third, by repeating and using certain memorisation methods, it is sent into long-
term memory and forming patterns recognition of the movement and the sound. The fourth is
the recitation that can be recalled by doing a game. The game is in form of movement and
speech. So the early childhood will enjoy it. They do not feel a burden in doing the recitation
as it is done by gaming.
Children enjoy lots of movement. Although they do not really understand the
connection between the movements he makes and what he says. But according to his age,
children like to move a lot. They also enjoy watching the teacher's movements. This movement
makes the child interested in focusing attention. Thus the child becomes focused on hearing
and remembering the verse. When the child forgets the recitation of the verse, the teacher can
give clues with gestures. The child’s memory will be provoked by seeing the movement.
Bayani means that the truth of a knowledge depends on the authority of the text, what
the text itself says. It is a part of Islamic epistemology that deals with the realm of the text
(Ridlo, 2020). Memorising Quran by using Bayani method means that the students learn
directly from the teacher who is an expert in memorising and reading the Quran. The Bayani
method uses mnemonic verbal included rhythm and song techniques This technique teaches
the students to be able to remember something the students did and associate it with notes
and songs. The process of remembering and memorising the Quran in the Bayani method can
be illustrated by figure 4.
Early childhood receives the stimulus through the sense of hearing by listening to the
teacher. After being repeated several times, it is hoped that the rosh or rhythm of the reading
will be patterned in the child’s memory. The students pay full attention to the teacher's
pronunciation and then repeat after him. To keep the verses memorised permanently, the
students deposit them to the teacher and friends in a group. The teacher also tells the students
about the story's background of the verses and the moral teaching. To recall the memorisation,
the students do mudarosah and muraja’ah. Mudarosah means students listen to other's
memorisation while waiting for their turn. Muraja’ah means students depositing the recitation
to the teacher.

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Figure 3. The Process of Memorising the Figure 4. The Process of Memorising the Quran
Quran Using the Kaisa Method Based on the Using the Bayani Method Mnemonic Verbal
Mnemonic Physical Responses Method. Technique. Figure 4 is created by the authors.
Figure 3 is created by the authors.

The difference between the Kaisa and Bayani methods related to memory theory is the
involvement of physical responses and feelings. Kaisa uses sight and hearing sensory,
movement responses, and feelings of joy, to enter information into short-term memory in the
brain. While Bayani only uses sensory auditory and visual in receiving information which is
continued to short-term memory. Thus, using the Kaisa method is more likely to help rote
memory from short-term memory to long-term memory. Because it creates a deeper
impression. The use of sensory, emotional engagement, and physical experiences make
memories stronger. In applying the Bayani method, the teacher explains the early childhood
about stories and lessons from memorised verses. They like to be told by the teacher about a
story although can not fully understand it. Because they can not think of something abstract.
They also cannot think and act formally. Early childhood can memorise verses but can not
understand their meaning. However memorising Quran in early childhood may elevate brain
development and get better results rather than older people who memorise the Quran
(Dzulkarnain et al., 2020).

Conclusion
There are six methods of memorising the Quran from six journal articles. However,
only two of the research subjects were early childhood, namely the Bayani and the Kaisa
method. Both methods use mnemonic techniques to help children memorise and recall their
memorisation. The process of memorising the Quran uses the Kaisa method based on the
mnemonic physical responses method. The process of memorising the Quran uses the Bayani
method based on verbal mnemonic techniques. The implication of this systematic review for
teachers of tahfiz houses is to be able to choose the method of memorising the Quran for early
childhood.

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Acknowledgments
Thank you to the head of the Magister of Psychology, Faculty of Psychology,
Universitas Muhammadiyah Surakarta for the opportunity given to do this research.

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