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Memorizing the Quran typically employs memorizers’ common techniques, which also result in manners appreciation, and the development of motivation and self-inspiration in them as well. The approach is frequently utilized as a spontaneous practice when memorizing the Quran. However, the memorizing strategies used frequently change depending on the memory system’s propensity: (a) semantics; (b) episodic; and (c) visual. This study aimed to identify and compare techniques for memorizing the Quran among the students of Maahad Integrasi Tahfiz Selangor (MITS) Klang, Selangor. MITS secondary school students from form one to form four were involved as a sample (n=192). The methodology used in this study is quantitative. A questionnaire and IBM SPSS Statistics (version 27) computer software were utilized in the instrumentation. The Friedman test and descriptive statistics were used to analyze the data. Techniques for memorizing the Quran using a semantic memory system indicated the most frequent practice (63, 32.8%) compared to the visual memory system (44, 23%) and episodic memory system (18, 9.4%). Additionally, the Friedman test found that the techniques in memorizing the Quran that use the semantic memory system (mean rank: 2.17) are the most frequently used with a significant difference χ2(2)=36.892, ρ=.000 compared to the visual memory system (mean rank: 2.02) and episodic memory system (mean rank: 1.82). This study suggests that secondary school students of MITS Klang have a tendency towards the semantic memory system in memorizing the Quran compared to the visual and episodic memory systems. Further studies related to semantic methods in hafazan can be explored, perhaps through qualitative methods as well as a wider range of studies.
Muslim et al. (Tue,) studied this question.