Purnamasari, Mely Ita (2021) MEMORIZING THE QUR’AN WITH SUPER TAḤFȊẒ METHOD AT SEKOLAH DASAR ISLAMIC BILINGUAL SCIENCE MARTAPURA. Skripsi, Ushuluddin dan Humaniora.

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ABSTRAK

In this era, memorizing the Qur’an is very common in society. Generally, memorizing the Qur’an has been accustomed from an early age, because childhood memories are still strong. Various methods are also offered to make the memorization process easier. Many school institutions have implemented memorization programs for their students, one of which is Sekolah Dasar Islamic Bilingual Science. In this school, memorizing program of the Qur’an is implemented for all students by using a special method called the Super Taḥfȋẓ method. The characteristic of this method is uses the taqti’ system, namely: a typical reading of verses that are memorized according to the sound or reading, not like words. This attracts to attention of the author considering that there are no schools in Kalimantan that apply this method. This research aims to: 1) to know the steps of applicating the Super Taḥfȋẓ method in memorizing the Qur’an at SD Islamic Bilingual Science, 2) to know the problems in memorizing the Qur’an at SD Islamic Bilingual science. This research is field research that uses qualitative descriptive methodology. The results showed that there were activities to memorize the Qur’an at SD Islamic Bilingual Science using the Super Taḥfȋẓ method. The memorization activity is begin with muraja’ah of memorization, then added new memorization. In practice, the steps of memorizing the Qur’an, are: First, the teacher gives the examples of reading the verses of the Qur’an that want to be memorized to their students; then the teacher and students read the verses of the Qur’an together several times while memorizing it; next, the teacher listen to student’s reading one by one in turn, and finally the teacher and students muraja’ah of the old and new memorization together. The Problems in memorizing are divided into two, namely internal factors that come from the children, such as not being able to read and write the Qur’an, boredom in memorizing, and feeling lazy to muraja’ah. While the external factors come from teachers, parents, and the environment, such as the number of children being handled by the teacher, the lack of parental roles to guide their children to muraja’ah at home and the friendly environment of children who are not from Tahfiẓ Elementary School.

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