Behavioristic Approach In Improving Students’ Qur’an Memorization At MTs Darul Hikmah

Abstract

Purpose – The improvement of Qur’an memorization among madrasah students requires effective instructional strategies capable of fostering consistency, discipline, and long-term retention. The behavioristic approach is considered relevant because it emphasizes habit formation through stimulus, response, and reinforcement mechanisms. This study aims to analyze the implementation of the behavioristic approach in improving students’ Qur’an memorization at MTs Darul Hikmah.

Design/Methodology/Approach – This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews with the Qur’an Hadith teacher and supported by relevant documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing to ensure systematic interpretation.

Findings – The findings indicate that structured repetition (muraja’ah), consistent positive reinforcement, and disciplined memorization routines significantly enhance students’ memorization consistency and retention. The application of reinforcement strategies, such as verbal praise and structured evaluation, contributes to strengthening students’ learning discipline and gradually fostering intrinsic motivation. The stimulus–response pattern implemented in daily memorization activities creates stable learning habits and improves memorization endurance.

Originality/Value – This study highlights the contextual application of behavioristic learning theory in Islamic secondary education, particularly in Qur’an memorization practices. It contributes practical insights for teachers in designing structured and reinforcement-based memorization systems to improve students’ learning outcomes within religious education settings.