Adaptive tahfidz learning based on students’ learning styles: A qualitative study at Al-Fattah tutoring center, Pekalongan

Novianto Ade Wahyudi; Arditya Prayogi; Ahmad Ta’rifin

doi:10.30862/jri.v6i2.39

Authors

Novianto Ade Wahyudi Universitas Islam Negeri KH. Abdurrahman Wahid Pekalongan, Indonesia Author
Arditya Prayogi Universitas Islam Negeri KH. Abdurrahman Wahid Pekalongan, Indonesia Author
Ahmad Ta’rifin Universitas Islam Negeri KH. Abdurrahman Wahid Pekalongan, Indonesia Author

DOI:

https://doi.org/10.30862/jri.v6i2.39

Keywords:

Adaptive tahfidz, cognitive fatigue, learning styles, neuroeducation

Abstract

This study is motivated by the need for non-formal tahfidz learning that is more adaptive to students’ conditions, particularly those experiencing cognitive fatigue after participating in formal school activities. Previous studies on tahfidz have tended to focus on the effectiveness of classical methods in Islamic boarding schools or formal schools; therefore, pedagogical adaptation based on learning styles in the context of tahfidz shadow education remains underexplored. This study aims to describe the process of diagnosing learning readiness, the implementation of adaptive tahfidz based on visual, auditory, and motor-kinesthetic modalities, and its implications for students’ learning comfort and memorization stability at Bimbel Al-Fattah Pekalongan. This research employed a qualitative approach with a case study design. Data were obtained from two tutors, two students, and two parents through participatory observation, in-depth interviews, and documentation. The data were then analyzed through data condensation, data display, and conclusion drawing. The findings indicate that adaptive tahfidz begins with a diagnosis of students’ physical condition, emotional state, enthusiasm, and learning profiles and is subsequently implemented through color-coded Qur’anic texts, talaqqi, talqin, murottal, and controlled movements. This strategy enhances learning comfort, reduces boredom, minimizes resistance to Qur’anic recitation, and maintains the quality of mutqin memorization. This study concludes that adaptive tahfidz contributes to a neuro-educational pedagogical design that is personal, empathetic, and differentiated for non-formal tahfidz institutions.

Downloads

Download data is not yet available.

References

Abdullah, N. M. S. A. N., Sabbri, F. S. M., & Isa, R. A. M. (2021). Tahfiz Students’ Experiences in Memorizing the Qur’an: Unveiling Their Motivating Factors and Challenges. IIUM Journal of Educational Studies, 9(2), 42–63. https://doi.org/10.31436/ijes.v9i2.248

Al Adzillina, N., & Hasanah, H. U. (2021). The Impact of Multisensory Method on Students’ Memorizing Vocabulary at Halimah Kindergarten Prenduan Sumenep. PANYONARA: Journal of English Education, 3(2), 155–166. https://doi.org/10.19105/panyonara.v3i2.4317

Alexander, R., Aragón, O. R., Bookwala, J., Cherbuin, N., Gatt, J. M., Kahrilas, I. J., Kästner, N., Lawrence, A., Lowe, L., Morrison, R. G., Mueller, S. C., Nusslock, R., Papadelis, C., Polnaszek, K. L., Helene Richter, S., Silton, R. L., & Styliadis, C. (2021). The neuroscience of positive emotions and affect: Implications for cultivating happiness and wellbeing. Neuroscience & Biobehavioral Reviews, 121, 220–249. https://doi.org/10.1016/j.neubiorev.2020.12.002

Arifah, S. A., & Fawait, A. (2025). Digital innovation in religious education: Development of a digital book for islamic religious education in vocational school. Journal of Research in Instructional, 5(2), 553–567. https://doi.org/10.30862/jri.v5i2.719

Aulia, I., Az-zahra, M., Asma, N., Luthfiyyah, R., & Hermanto, E. (2026). Burnout Akademik Dan Tantangan Menjaga Hafalan Al-Qur’an. AT-TAKLIM: Jurnal Pendidikan Multidisiplin, 3(6), 610–620. https://doi.org/10.71282/at-taklim.v3i6.2201

Awwaliyah, N. K., & Fatimah, M. (2024). Implementasi Student Centered Learning pada Mata Pelajaran PAI Kelas IX SMP Insan Cendekia Boarding School Sukoharjo. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 4(3), 1083–1094. https://doi.org/10.53299/jppi.v4i3.621

Clinton-Lisell, V., & Litzinger, C. (2024). Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis. Frontiers in Psychology, 15, 1428732. https://doi.org/10.3389/fpsyg.2024.1428732

Darmuji, N. W. S., Fitriana, S., & Sativi, A. B. (2024). The Overview of the Condition of Student Learning Burnout Behavior in Senior High School Level. Quanta : Jurnal Kajian Bimbingan Dan Konseling Dalam Pendidikan, 8(2), 96–101. https://doi.org/10.22460/quanta.v8i2.4673

Dewi, E. R., Rusmiaty, R., & Alam, A. A. (2026). The effect of using virtual reality on students’ memory retention in learning abstract material. Journal of Research in Instructional, 6(2), 761–772. https://doi.org/10.30862/jri.v6i2.38

Dimyathi, M. S., Thabrani, H. M., Syairozi, N. M., Wibowo, W., & Fatihunnada, F. (2025). The Cognitive-Pedagogical Link: Working Memory Strategies and The Enhancement of Qur’an Memorization and Retention. Jurnal Pendidikan Islam, 11(2), 376–389. https://doi.org/10.15575/jpi.v11i2.44968

Febrianti, T. S., & Nisa, R. (2025). Asesmen Diagnostik Matematika: Mendesain Pembelajaran Efektif Berdasarkan Kesiapan Belajar Siswa SMK. Jurnal Penelitian Kebijakan Pendidikan, 17(2), 81-97. https://doi.org/10.24832/jpkp.v17i2.900

Fitriani, R. N., Futaqi, S., & Rahmawati, Z. D. (2025). Multicultural Islamic Religious Education Curriculum for Students with Intellectual Disabilities: Implementasi Kurikulum Pendidikan Agama Islam Multikultural bagi Siswa Tunagrahita. Halaqa: Islamic Education Journal, 9(1), 78–98. https://doi.org/10.21070/halaqa.v9i1.1722

Helmy, F. A., Suresman, E., & Firmansyah, Mokh. I. (2023). Pendekatan Student Centered Learning Melalui Metode Talking Stick dan Pengaruhnya Terhadap Keaktifan Belajar PAI. Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam, 8(1), 181-196. https://doi.org/10.24235/tarbawi.v8i1.13187

Hurriyati, E. A., Fitriana, E., Cahyadi, S., & Srisayekti, W. (2022). The Predictive Role of IQ, Mood, Emotional Reactivity, and Effortful Control on Working Memory among Hafidz Qur’an. The Open Psychology Journal, 15(1), e187435012202210. https://doi.org/10.2174/18743501-v15-e2202210

Irnawati, W., & Ilmiah, D. (2026). Implementation Of The Teaching At The Right Level (Tarl) Approach In Improving Students’ Learning Interest In Pai Subjects: A Case Study At Sdn Cipeuyeum 04 Cianjur. Pasundan Social Science Development, 6(2), 379–388. https://doi.org/10.56457/pascidev.v6i2.339

Khomsiah, K., Hidayah, F., Aniati, A., & Hasan Baharun. (2024). Active Learning as a Solution to Student Burnout in Islamic Religious Education: Views from Madrasah. Jurnal Riset Madrasah Ibtidaiyah (JURMIA), 4(2), 130–145. https://doi.org/10.32665/jurmia.v4i2.3212

Latjompoh, M., Gonibala, A., Ahmad, J., Al-Zou’bi, R. M., Alanazi, A. A., Fitriani Nasir, N. I. R., & Damopolii, I. (2025). Meaning-Based Learning: Integration of Islamic Values to Empower Students’ Moral Sensitivity in Science Learning. Educational Process International Journal, 17(1), e2025398. https://doi.org/10.22521/edupij.2025.17.398

Madigan, D. J., Kim, L. E., & Glandorf, H. L. (2024). Interventions to reduce burnout in students: A systematic review and meta-analysis. European Journal of Psychology of Education, 39(2), 931–957. https://doi.org/10.1007/s10212-023-00731-3

Magallón, S., Narbona, J., & Crespo-Eguílaz, N. (2016). Acquisition of Motor and Cognitive Skills through Repetition in Typically Developing Children. PLOS ONE, 11(7), e0158684. https://doi.org/10.1371/journal.pone.0158684

Miles, M. B., Huberman, A., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.

Miranda, M., Morici, J. F., Zanoni, M. B., & Bekinschtein, P. (2019). Brain-Derived Neurotrophic Factor: A Key Molecule for Memory in the Healthy and the Pathological Brain. Frontiers in Cellular Neuroscience, 13, 363. https://doi.org/10.3389/fncel.2019.00363

Muthohharoh, N. M., Rusydiyah, E. F., A’la, B. A., & Khoiriyah, N. (2023). Memorizing the Qur’an: The Science Behind Children’s Remarkable Ability. In T. T. Y. Alabdullah, M. I. Awang, B. Sobirov, M. T. Multazam, & M. D. K. Wardana (Eds.), Proceedings of the International Conference on Intellectuals’ Global Responsibility (ICIGR 2022) (Vol. 750, pp. 103–113). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-052-7_13

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

Pratama, Y. A. (2019). Relevansi Teori Belajar Behaviorisme Terhadap Pendidikan Agama Islam. Jurnal Pendidikan Agama Islam Al-Thariqah, 4(1), 38–49. https://doi.org/10.25299/al-thariqah.2019.vol4(1).2718

Rizki, N. J., Babullah, R., & Nurachadijat, K. (2023). Implementation of the Talaqqi Method in Increasing the Qur’an Learning Achievement of Class 6 Students. At-Tasyrih: Jurnal Pendidikan Dan Hukum Islam, 9(1), 44–53. https://doi.org/10.55849/attasyrih.v9i1.154

Santi, S., Supriadi, G., & Anshari, M. R. (2025). Correlation between learning styles and student learning outcomes in Islamic religious education subjects. Journal of Research in Instructional, 5(1), 171–184. https://doi.org/10.30862/jri.v5i1.607

Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006

Subhan, N. A., Rizal, M. N., Mi’roj, N. K. A., & Rifki, M. (2026). Student-Centered Learning Approach from Ibn Khaldun’s Perspective: A Philosophical Study of the Concept of Learning in Islamic Education. AL GHAZALI: Jurnal Pendidikan Dan Pemikiran Islam, 6(1), 136–151. https://doi.org/10.69900/ag.v6i1.515

Sugiyono, S. (2017). Metode penelitian kualitatif: Untuk penelitian yang bersifat eksploratif, interpretif, interaktif, dan konstruktif. Alfabeta.

Supriyadi, S. S., Sari, D. N., & Sari, A. (2026). Strategi Guru Tahfidz dalam Mengatasi Hifzhul Qur’an Burnout (Kejenuhan Menghafal) pada Siswa. JOEL : Journal of Education and Learning, 1(2), 16–28. https://jasinpublishing.com/joel/article/view/13

Tang, L., Zhang, F., Yin, R., & Fan, Z. (2021). Effect of Interventions on Learning Burnout: A Systematic Review and Meta-Analysis. Frontiers in Psychology, 12, 645662. https://doi.org/10.3389/fpsyg.2021.645662

Utami, R. D., & Maharani, Y. (2018). Kelebihan Dan Kelemahan Metode Talaqqi Dalam Program Tahfidz Al-Qur’an Juz 29 Dan 30 Pada Siswa Kelas Atas Madrasah Ibtidaiyah Muhammadiyah. Profesi Pendidikan Dasar, 1(2), 185-192. https://doi.org/10.23917/ppd.v1i2.7353

Vogel, S., & Schwabe, L. (2016). Learning and memory under stress: Implications for the classroom. Npj Science of Learning, 1(1), 16011. https://doi.org/10.1038/npjscilearn.2016.11

Zulfah, S. A., & Mukhoiyaroh, M. (2022). Penerapan Teori Pemrosesan Informasi Robert M. Gagne pada Pembelajaran Pendidikan Agama Islam di SDI Al-Mubarok Surabaya. Edudeena : Journal of Islamic Religious Education, 6(2), 144–157. https://doi.org/10.30762/ed.v6i2.498