Habituation-Based Method in Qur'anic Memorization at a Non-Boarding Islamic School: A Case Study of Yayasan Husnul Khatimah, Sumenep, Indonesia

Zatmiyatul Ummah; Syamsul Rijal; Amiruddin  Amiruddin

doi:10.32806/jf.v15i03.2358

Authors

Zatmiyatul Ummah Universitas Islam Madura Pamekasan, Indonesia
Syamsul Rijal Universitas Islam Madura Pamekasan, Indonesia
Amiruddin Amiruddin Institut Kariman Wirayudha Sumenep, Indonesia

DOI:

https://doi.org/10.32806/jf.v15i03.2358

Keywords:

habituation method; Qur'anic memorization; tahfidz; non-boarding Islamic school; habit formation; formal madrasah

Abstract

This study examines a habituation-based method for Qur'anic memorization implemented at Yayasan Husnul Khatimah, a formal Islamic educational foundation in Sumenep, East Java, that manages four educational levels, from early childhood through senior secondary education, without operating a residential boarding structure. Using a qualitative case study design, data were collected through interviews with foundation leadership, teachers, students, and parents, supplemented by observation of recitation activities and institutional documentation. The findings show that memorization is structured around a twice-daily, six-day recitation cycle distributed across a cumulative juz sequence, reinforced through individual submissions every two weeks, monthly tasmi' sessions, and an annual tahfidz competition. Students and parents reported a marked reduction in the perceived effort of memorization, a pattern consistent with the reduced-effort trajectory predicted by habit-formation theory, though automaticity itself was not directly measured. The study also identifies coordination challenges in sustaining a fully cumulative habituation structure across an entire educational pathway. These findings illustrate how habituation-based tahfidz can be organized beyond the pesantren context, offering a descriptive account of how a formal, non-boarding Islamic school can cultivate sustained, low-effort Qur'anic memorization within standard instructional hours-an account whose transferability to other institutions remains to be tested through comparative research

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