Cognitive and Pedagogical Dimensions of Qur’an Memorization: Insights from Tasmi’ and Juz’iyyah Assessment Practices
Keywords:
Qur’anic Memorization, Tasmi’, Juz’iyyah, Educational Assessment, Cognitive learningAbstract
The assessment of Qur’anic memorization remains largely underexplored within contemporary educational research, particularly in terms of its cognitive and pedagogical foundations. Existing practices such as tasmi’ and juz’iyyah are widely implemented in Islamic educational settings; however, their roles as structured assessment mechanisms have not been sufficiently conceptualized within modern assessment frameworks. This study aims to examine the cognitive and pedagogical dimensions of tasmi’ and juz’iyyah, and to position these practices as integral components of a comprehensive memorization assessment system. A qualitative case study design was employed, involving five participants from an Islamic junior secondary school in Indonesia, including a vice principal, teachers, and students. Data were collected through semi-structured interviews and document analysis, and analyzed using thematic analysis to identify recurring patterns and relationships across data sources. The findings reveal that tasmi’ functions as a real-time assessment of retrieval fluency and recitation accuracy, while juz’iyyah serves as a mechanism for evaluating cumulative retention and mastery over time. The integration of these practices forms a complementary assessment system that captures both immediate performance and long-term memorization stability. Additionally, factors such as student motivation, teacher feedback, and consistency of implementation were found to significantly influence assessment effectiveness. These findings contribute to the development of an integrated model of memorization assessment that aligns with contemporary theories of cognitive learning and educational evaluation. These results support the development of an integrated assessment model aligned with cognitive learning and educational evaluation theories, offering implications for improving memorization-based learning practices.
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