Alfiyah Memorization Tradition as Learning Evaluation and Qiroaatul Kutub Competency Strengthening at MA TBS Kudus

Abstract

This study aims to describe and analyze the tradition of memorizing the Nadzom Alfiyah by Ibn Malik as a learning assessment system and its role in strengthening qiraatul kutub competencies at MA Tasywiquth Thullab Salafiyah in Kudus. Unlike prior studies that position Alfiyah memorization primarily as a moral-education or general grammar-learning practice, this study highlights its novelty in demonstrating how the tradition has been institutionally transformed into a formal assessment instrument evidenced by a Madrasah Decree that ties memorization achievement to student promotion and graduation criteria. This study employs a qualitative approach using field research methods. Data were collected through observation, in-depth interviews, and documentation involving the madrasah principal, teachers, and students. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions, while data validity was tested using source and method triangulation techniques. at MA TBS Kudus is carried out systematically and continuously as part of the learning assessment process, formalized through institutional policy that makes memorization a prerequisite for academic advancement. Beyond its function as an assessment tool, the findings show that Alfiyah memorization strengthens qiraatul kutub competency by improving students' accuracy in determining grammatical case (i'rab), understanding sentence structure, and explaining relationships between sentence components-competencies that directly translate into more fluent and accurate reading of unvocalized classical Islamic texts (kitab kuning). Thus, this study contributes empirical evidence that a classical memorization tradition, when formally embedded into institutional assessment policy, can function as an effective and sustainable mechanism for developing pesantren-based Arabic literacy competencies.