Rhythmic Talking Stick and Memorization Motivation for Surah Ad-Duha: A Junior High School Case Study
DOI:
https://doi.org/10.59944/postaxial.v3i4.2074Keywords:
Rhythmic Talking Stick; memorization motivation; active learning; self-determination theory; qualitative case study.Abstract
Qur’anic memorization (tahfiz) in school settings is often monotonous and tension-laden, which can weaken students’ motivation. This study examines how the Rhythmic Talking Stick model, which integrates nasyid rhythm into a stick-passing game, was implemented to foster motivation to memorize Surah Ad-Duha, and interprets the findings through Self-Determination Theory and active learning. A qualitative single-case study was conducted at a junior high school, using semi-structured interviews with seven students, the Islamic Education teacher, and the vice-principal for curriculum affairs, supported by observation and documentation; credibility was established through source triangulation. The main findings show that rhythm shifted most students from anxiety and monotony toward enthusiasm, confidence, and active participation, including independent practice at home. Rhythmic pauses marked verse segments, and group rehearsal strengthened competence and relatedness, whereas autonomy was weakly supported: shy students remained tense because they could not control when their turn came. The novelty lies in applying a rhythm-based Talking Stick to tahfiz and in triangulating student, teacher, and curriculum-management perspectives. Practically, the study offers Islamic Education teachers a structured, non-punitive design with verse chunking, group rehearsal, and pacing matched to fluency, and recommends options such as volunteering or passing once for quieter students.
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