Integration of Al-Quran Memorization in Arabic Language Learning for Female Students (Mutqin and Ziyadah) in PPTQ Harun Asy-Syafi'i Putri
DOI:
https://doi.org/10.59944/postaxial.v4i2.2008Keywords:
Arabic, Memorizing the Qur'an, Learning integration, Mutqin, ZiyadahAbstract
This study aims to analyze the integration of Quran memorization into Arabic language learning, its contribution to language acquisition, and the similarities and differences between the experiences of female students Mutqin and Ziyadah at PPTQ Harun Asy-Syafi'i Putri. The study used a qualitative approach with a case study design. Data were collected through semi- structured interviews and studies documentation involving seven female student Mutqin, seven female students of Ziyadah, seven guardian Arabic, as well as three companion selected halaqah The analysis was conducted purposively. The analysis was conducted through data condensation, data presentation, and drawing and verifying conclusions. The validity of the data was checked through triangulation of sources and techniques and confirmation with informants. The findings indicate that integration occurs in the classroom and halaqah through the use of memorized verses to learn mufradat, nahwu-sharaf, i'rab, determination of harakat, qira'ah, and imla'. Memorization provides a source of introduction to vocabulary, structure, and sounds of the language, while understanding Arabic helps female students understand meaning and improve and maintain memorization. Female students of Mutqin tend to be more extensive, spontaneous, and independent in connecting memorization with learning materials, but this tendency does not apply to all group members. The contribution of memorization is more apparent in vocabulary, grammar, qira'ah, and imla', while its support for kalam and istima' is not yet strongly reflected in the data. This study provides a contextual explanation of the process of utilizing memorization as a source for learning Arabic and its variations in two groups of tahfiz. The findings point to the need for learning that connects memorization with understanding of meaning, structural analysis, and practice according to the needs of female students, without concluding effectiveness or cause-and-effect relationships.
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