Effective Techniques for Memorizing the Qur’an Using the Bi-Nadzar Method for Children at the Ilhami Al-Muhajirin Qur’anic School
Abstract
Abstrak
Kemampuan anak dalam menghafal Al-Qur’an di lembaga pendidikan nonformal sering menghadapi persoalan kelancaran bacaan, ketepatan tajwid, konsentrasi, dan daya ingat. Kajian terdahulu telah banyak membahas metode tahfidz secara umum, namun belum banyak menjelaskan bagaimana metode bi-nadzar bekerja sebagai strategi visual-recitative dalam pembelajaran tahfidz anak di TPA. Penelitian ini bertujuan mengeksplorasi implementasi metode bi-nadzar dalam hafalan Juz 30 di TPA Ilhami Al-Muhajirin serta menafsirkan persepsi guru dan santri terhadap perannya dalam mendukung memori visual, akurasi tajwid, dan retensi hafalan. Penelitian menggunakan desain kualitatif deskriptif berbasis studi kasus. Data diperoleh melalui observasi pembelajaran, wawancara semi-terstruktur dengan informan guru dan santri, serta dokumentasi kegiatan; data dianalisis melalui kondensasi data, pengodean tematik, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan lima tema utama: pembacaan visual berulang sebagai scaffolding hafalan, terbentuknya imajinasi tekstual dalam memori anak, koreksi guru terhadap tajwid dan makharijul huruf, tantangan kebosanan dalam pembelajaran anak, serta kontribusi pedagogis bi-nadzar dalam pendidikan Islam nonformal. Temuan ini menunjukkan bahwa bi-nadzar dipersepsikan membantu proses hafalan secara bertahap, tetapi efektivitasnya tetap perlu dipahami secara proporsional sesuai konteks penelitian yang terbatas.
Kata Kunci: Metode Bi-Nadzar; Hafalan Al-Qur’an; Memori Visual; Pendidikan Islam; Pembelajaran Tahfidz Anak
Abstract
Children’s Qur’anic memorization in non-formal Islamic education often faces challenges related to reading fluency, tajwid accuracy, concentration, and memory retention. Previous studies have discussed tahfidz methods broadly, yet limited attention has been given to how the bi-nadzar method functions as a visual-recitative strategy for children in Qur’anic schools. This study explores the implementation of bi-nadzar in memorizing Juz 30 at Ilhami Al-Muhajirin Qur’anic School and interprets teachers’ and students’ perceptions of its role in supporting visual memory, tajwid accuracy, and memorization retention. The study employed a descriptive qualitative case-study design. Data were collected through classroom observation, semi-structured interviews with teacher and student informants, and learning documentation; the data were analyzed through data condensation, thematic coding, data display, and conclusion drawing. The findings reveal five main themes: repeated visual reading as memorization scaffolding, the emergence of textual imagination in children’s memory, teacher correction of tajwid and makharijul huruf, boredom and motivation in child learning, and the pedagogical contribution of bi-nadzar in non-formal Islamic education. The study concludes that bi-nadzar was perceived as helpful for gradual memorization, while its effectiveness should be interpreted cautiously within the limits of a small qualitative context.
Keywords: Bi-Nadzar Method; Qur’anic Memorization; Visual Memory; Islamic Education; Children’s Tahfidz Learning
References
Bibliography
Ansari, I., Nasution, R. H., & Novianti, W. (2024). Pelaksanaan Media Pembelajaran Audio Visual Berbasis MP4 dalam Meningkatkan Semangat Menghafal Al-Qur’an Santri Madrasah Aliyah di Pesantren Imam Muslim Kabupaten Serdang Bedagai. At-Tarbiyah: Jurnal Penelitian dan Pendidikan Agama Islam, 2(1). 110-116 https://journal.staittd.ac.id/index.php/at/article/view /95/92
Arif, U. K., & Rosyidi, Z. (2024). Strategi Menghafal Al-Qur’an Terhadap Keberhasilan Penghafal Al-Qur’an. Al-Qalam: Jurnal Kajian Islam dan Pendidikan, 16(1), 154–160. https://doi.org/10.47435/al-qalam.v16i1.2406
Baddeley, A. (2012). Working Memory: Theories, Models, and Controversies. Annual Review of Psychology, 63, 1–29. https://doi.org/10.1146/annurev-psych-120710-100422
Bakti, S., Akbar, M. D., Nurhasanah, S., Nugroho, D. T., & Chaniago, A. S. (2025). Guru dan Tupoksinya. Edu Society: Jurnal Pendidikan, Ilmu Sosial, and Pengabdian Kepada Masyarakat, 5(2), 1262–1269. https://doi.org/10.56832/edu.v5i2.1499
Bambang, Y., Thoyib, M., & Ghafar, M. (2024). Manajemen Strategi Dalam Peningkatan Mutu Pembelajaran Tahfidz Al-Qur'an di MIN 5 Ponorogo. Excelencia: Journal of Islamic Education & Management, 4(2). https://doi.org/10.21154/excelencia.v4i02.3695
Boyle, H. N. (2006). Memorization and Learning in Islamic Schools. Comparative Education Review, 50(3), 478–495. https://doi.org/10.1086/504819
Braun, V., & Clarke, V. (2006). Using Thematic Analysis In Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2021). One Size Fits All? What Counts As Quality Practice In (Reflexive) Thematic Analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
Braun, V., & Clarke, V. (2022). Thematic Analysis: A Practical Guide. SAGE.
Bruner, J. S. (1966). Toward A Theory Of Instruction. Harvard University Press.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE.
Fitriah. (2020). Pembelajaran Al- Qur’an pada Anak Usia Dini. Jurnal Ilmiah Pendidikan Anak, 6(2), 167–183.
Gade, A. M. (2004). Perfection Makes Practice: Learning, Emotion, And The Recited Qur’an In Indonesia. University of Hawai‘i Press.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. SAGE.
Mayer, R. E. (2020). Multimedia Learning (3rd ed.). Cambridge University Press.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: a Guide to Design and Implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE.
Mohammad Irsyad, & Nurul Qomariah. (2017). Strategi Menghapal Al-Qur’an Sejak Usia Dini. Annual Conference on Islamic Early Childhood Education (ACIECE), 135–148. https://conference.uin-suka.ac.id/index.php/aciece/article/view/65
Nasaruddin, N., Ilham, I., Nurdiniawati, N., & Alimudin, A. (2024). Pendampingan dan Peran TPQ untuk Meningkatkan Baca Al-Qur’an di Dusun Soro Bali Desa Karampi. Taroa: Jurnal Pengabdian Masyarakat, 3 (1), 29–41. https://doi.org/10.52266/taroa.v3i1.2522
Paivio, A. (1991). Dual Coding Theory: Retrospect and Current Status. Canadian Journal of Psychology/ Revue canadienne de psychologie, 45(3), 255–287. https://doi.org/10.1037/h0084295
Patton, M. Q. (2015). Qualitative Research & Evaluation Methods: Integrating Theory And Practice (4th ed.). SAGE.
Purba, A. & Maturidi (2019). Mendidik Anak dalam Mencintai Al-Qur’an: Studi Kasus di TPA Darussalam Al-Hidayah Bogor. Edukasi Islami: Jurnal Pendidikan Islam, 8(2), 347–368. https://doi.org/10.30868/ei.v8i2.508
Alia, C., Putri, R. Z., Aminah, A., Afrizal, M., & Wismanto, W. (2024). Menggali Keutamaan Al-Qur’an: Pondasi Ajaran Yang Menyatukan Umat. MORAL: Jurnal Kajian Pendidikan Islam, 1 (4), 61-74. https://doi.org/10.61132/moral.v1i4.222
Ritonga, A. K., Harahap, H. S., & Irwansyah, I. (2025). Metode Bin-Nadzar Sebagai Strategi Pembelajaran Tahfidz Al-Qur'an Di Mts Nurhasanah Medan. Hibrul Ulama: Jurnal Ilmu Pendidikan dan Keislaman, 7(1), 119–125. https://doi.org/10.47662/hibrululama.v7i1.1039
Rogoff, B. (1990). Apprenticeship In Thinking: Cognitive Development In Social Context. Oxford University Press.
Saldaña, J. (2021). The Coding Manual For Qualitative Researchers (4th ed.). SAGE.
Sari, I. M., Ayunita, A., Akina, P. S., & Surono, Y. (2024). Menanamkan Kecintaan Anak terhadap Al-Quran di TPA Al Muhajirin Kelurahan Tanjung Aman Lampung Utara. Jurnal Kabar Masyarakat, 2 (4) 117-128. https://doi.org/10.54066/jkb.v2i4.2601
Sunarya, S., Azmi, M., & Zulfah, Z. (2025). Implementasi Metode Menghafal Al-Qur’an dalam Meningkatkan Kualitas Hafalan Santri di Ma’had Abu Bakar As-Shiddiq Kecamatan Maros Baru Kabupaten Maros. Jurnal Al-Manar, 1(2), 135-146. https://ejurnal.staiddimaros.ac.id/index.php/almanar/article/view/365
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68, 1–16. https://doi.org/10.1007/s11423-019-09701-3
Vygotsky, L. S. (1978). Mind in Society: the Development of Higher Psychological Processes. Harvard University Press.
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE.
