IMPROVING UNIVERSITY STUDENTS' MEMORIZATION PERFORMANCE OF SURAH AL-MUTHAFFIFIN (VERSES 1–10) THROUGH THE 'AGAR SEHAFAL AL-FATIHAH' METHOD

Imas Masitoh; Alfa Rohmatin

doi:10.30863/attadib.v7i2.12473

Authors

Imas Masitoh Sekolah Tinggi Ilmu Tarbiyah (STIT) Al-Azami Cianjur, Indonesia
Alfa Rohmatin Sekolah Tinggi Ilmu Tarbiyah (STIT) Al-Azami Cianjur, Indonesia https://orcid.org/0009-0004-4152-1715

DOI:

https://doi.org/10.30863/attadib.v7i2.12473

Keywords:

Agar Sehafal Al-Fatihah Method, Qur’anic Memorization, Memorization Performance, Islamic Religious Education, University Students

Abstract

This study examines the effectiveness of the Agar Sehafal Al-Fatihah method in improving university students’ memorization of Surah Al-Muthaffifin, verses 1–10, in an Al-Qur’an Reading and Writing (BTQ) course. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design involving 55 sixth-semester students selected through purposive sampling. Data were collected through individual oral performance assessments using a dichotomous scoring instrument adapted from the evaluation criteria of the Indonesian Ministry of Religious Affairs. The assessment covered memorization fluency (tahfizh), recitation accuracy (tajwid), and articulation (fashahah). The data were analyzed using the Wilcoxon Signed-Rank Test, item-level McNemar tests, and normalized gain (N-Gain) analysis. A paired-samples t-test and effect-size estimation were also conducted as supplementary analyses. The results indicated an increase in the mean memorization score from 1.75 in the pretest to 5.96 in the posttest, representing an average gain of approximately 4.21. The Wilcoxon test indicated a statistically significant improvement (Z = −6.484, p < .001), while the mean normalized gain was reported as 53.96%, indicating a moderate level of improvement. These findings suggest that the structured repetition, text-free recitation, and cumulative review procedures of the Agar Sehafal Al-Fatihah method may support students’ immediate Qur’anic memorization performance. However, the absence of a control group and delayed post-intervention assessments limits conclusions regarding causal effectiveness and long-term retention. Further research using controlled designs and follow-up assessments is therefore recommended.

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