Evaluation of the Quality of Student Memorization Based on Fahmil (Understanding) of The Qur'an in Tahfizh Al-Qur'an Program at SDIT Plus Usman Bin Ali Medan
DOI:
https://doi.org/10.59211/mjpjetl.v4i1.259Keywords:
Tahfizh Evaluation, Fahmil Qur'an, Memorization Quality, CIPP ModelAbstract
This study evaluates the quality of Qur’an memorization based on fahmil (understanding) at SDIT Plus Usman Bin Ali Medan. The research is motivated by the tendency of tahfizh learning to emphasize memorization quantity rather than comprehension and internalization of Qur’anic values. A qualitative evaluative approach using the CIPP model (Context, Input, Process, Product) was employed. Data were collected through observation, interviews, and documentation involving principals, tahfizh teachers, students, and parents. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The results indicate that fahmil-based evaluation has been implemented by integrating meaning comprehension into memorization activities. Students are assessed not only on memorization fluency but also on understanding and interpretation of verses. This approach improves memorization quality and religious character. However, challenges remain, including the absence of standardized assessment instruments and limited teacher competence in Qur’anic interpretation skills.
Downloads
References
[1] M. Nur and I. Iswantir, “The Development of Tahfizd Institution and PAI in Indonesia,” TOFEDU Futur. Educ. J., vol. 2, no. 1, pp. 310–316, 2022, doi: 10.61445/tofedu.v2i1.55.
[2] Ahmadi and N. M. Saad, “Digital Literacy Transformation in Madrasah Ibtidaiyah for Arabic Language Learning Through Adab and Tahfidz Programs with Technological Touch,” Al-Bidayah J. Pendidik. Dasar Islam, vol. 16, no. 2, pp. 281–308, 2024, doi: 10.14421/al-bidayah.v16i2.9852.
[3] F. L. Nabbila and Nurul Sakdiyah, “Adaptation of Tahfidz Students in the Digital Era: A Review from the Perspective of Islamic Education Paradigm at Islamic Boarding School of Qur’an Mihrob Maryam,” J. Dev. Res., vol. 9, no. 2, pp. 275–280, 2025, doi: 10.28926/jdr.v9i2.475.
[4] Sri Handayani, Aan Hasanah, Ahmad Zaldi, A. Karim, Jalaludin, and Sahlan, “Management of the Al-Qur’an Literacy Program in Creating Tahfidz Learners,” Nidhomul Haq J. Manaj. Pendidik. Islam, vol. 10, no. 2, pp. 396–410, 2025, doi: 10.31538/ndhq.v10i2.163.
[5] A. A. Muis, N. Aliah, and T. Dewi, “Metode Memperoleh Ilmu dalam Perspektif Pemikiran Imam Al-Ghazali Methods of Acquiring Knowledge in the Perspective of Imam Al- Ghazali ’ s,” vol. 21, no. 1, pp. 20–25, 2026, doi: 10.56338/iqra.v21i1.9377.
[6] Quraish Shihab, Tafsir Al Misbah, Pesan Kesan dan Keserasian Al Quran, I. Jakarta: Lentera Hati, 2002.
[7] L. W. Anderson and D. R. Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman, 2001. [Online]. Available: https://books.google.co.id/books?id=EMQlAQAAIAAJ
[8] D. T. Willingham, Why Don’t Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. Wiley, 2021. [Online]. Available: https://books.google.co.id/books?id=zCQqEAAAQBAJ
[9] A. Faqihuddin, M. I. Firmansyah, and A. Muflih, “Multisensory Approach in Memorizing the Al-Quran for Early Childhood: Integration of the Tradition of Memorizing the Al-Quran with Digital Technology,” AL-ISHLAH J. Pendidik., vol. 16, no. 2, pp. 1289–1302, 2024, doi: 10.35445/alishlah.v16i2.5326.
[10] Z. Ikhlas, J. Batubara, and A. Sabri, “Optimizing Students’ Qur’an Memorization Through the Tikrar Method at SDN 41 Padang,” J. Kaji. dan Pengemb. Umat, vol. 8, no. 2, pp. 127–136, 2025, doi: 10.31869/jkpu.v8i2.7291.
[11] Muhammad Faizal Rabbani, M. W. Shohib, and N. L. Inayati, “Overcoming Challenges in Qur’an Memorization: The Role of Motivation and Teaching Strategies Practices at Islamic Boarding School,” JIE (Journal Islam. Educ., vol. 10, no. 1, pp. 155–173, 2025, doi: 10.52615/jie.v10i1.568.
[12] F. Azmi, M. Mesiono, and A. Rahman, “Evaluation of the Process of Implementing Tahfidz Al-Qur’an Learning Programs in Integrated Islamic Basic Schools of Dod Deli Serdang,” Edukasi Islam. J. Pendidik. Islam, vol. 9, no. 02, p. 279, 2020, doi: 10.30868/ei.v9i02.904.
[13] S. Rukmana, M. Pasaribu, and S. Sofyan, “Holistic Integration of Islamic Religious Education Values: A Comprehensive Strategy for Character Development at MAN 1 Tapanuli Tengah,” FIKROTUNA J. Pendidik. dan Manaj. Islam, vol. 14, no. 2, pp. 217–228, 2024, doi: 10.32806/jf.v14i2.636.
[14] M. H. Aulia, S. Syahidin, M. N. Faizin, and M. M. F. Ali, “Qur’anic Tadabbur Models for Enhancing Students Character and Spiritual Awareness,” Islam. Rev. J. Ris. dan Kaji. Keislam., vol. 14, no. 1, pp. 133–156, 2025, doi: 10.35878/islamicreview.v14i1.1497.
[15] S. Elenia, “The Role of the Maqasid Approach as a Key Instrument in Qur’anic Tadabbur in the Contemporary Era,” Afkaruna Int. J. Islam. Stud., vol. 2, no. 2, pp. 136–156, 2025, doi: 10.38073/aijis.v2i2.2438.
[16] Sumayah, E. N. Maulida, Herliyana Isnaeni, and Mohamad Ardin Suwandi, “Internalization of islamic education values through qur’anic tadabbur for emotional detox and islamic self-healing,” J. Ilmu Pendidik. dan Sains Islam Interdisip., vol. 4, no. 4, pp. 168–176, 2025, doi: 10.59944/jipsi.v4i4.564.
[17] P. Manurung, “A Study of the Philosophy of Education and Analysis of the Principles of Implementing Education according to the Al-Qur ’ an,” vol. 105, no. 2, pp. 1–13, 2024.
[18] R. E. Mayer, Multimedia Learning. Cambridge University Press, 2021. [Online]. Available: https://books.google.co.id/books?id=jMfjDwAAQBAJ
[19] D. H. Schunk and M. K. DiBenedetto, “Motivation and social cognitive theory,” Contemp. Educ. Psychol., vol. 60, p. 101832, 2020, doi: https://doi.org/10.1016/j.cedpsych.2019.101832.
[20] M. Mukhammad and A. T. Bin Bon, “The Influence of Qur’an Memorization Learning on the Quality of Students’ Qur’an Memorization,” At-tadzkir Islam. Educ. J., vol. 5, no. 1, pp. 40–51, 2026, doi: 10.59373/attadzkir.v5i1.239.
[21] N. Yahya and I. Anas, “Critical Analysis of the Relationship Between Qur ’ an Memorization and Learning Outcomes in Islamic Religious Education at the Elementary School Level,” vol. 5, no. 1, pp. 13–26, 2026.
[22] Marvin W Berkowitz and Melinda C Bier, “Research-Based Character Education,” Ann. Am. Acad. Pol. Soc. Sci., vol. 591, no. 1, pp. 72–85, Jan. 2004, doi: 10.1177/0002716203260082.
[23] W. C. T. Larry Nucci, Tobias Krettenauer, Handbook of moral and character education, vol. 52, no. 05. 2015. doi: 10.5860/choice.185758.
[24] F. Zakiyah, I. W. Lestari, R. Murtiningsih, and K. Muslihah, Novel Discussion on Current Language Education Issues. Deepublish, 2025. [Online]. Available: https://books.google.co.id/books?id=QwN_EQAAQBAJ
[25] D. L. Stufflebeam, “The CIPP Model for Program Evaluation BT - Evaluation Models: Viewpoints on Educational and Human Services Evaluation,” G. F. Madaus, M. S. Scriven, and D. L. Stufflebeam, Eds., Dordrecht: Springer Netherlands, 1983, pp. 117–141. doi: 10.1007/978-94-009-6669-7_7.
[26] A. G. Dizon, “Historical development of CIPP as a curriculum evaluation model,” Hist. Educ., vol. 52, no. 1, pp. 109–128, Jan. 2023, doi: 10.1080/0046760X.2022.2098390.
Downloads
Published
Issue
Section
URN
License
Copyright (c) 2026 Abd Rahman
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
