Navigating the process of sustaining mutqin Qur’anic memorization amidst professional responsibilities: A phenomenological study of Tahfiz Qur’an teachers in West Java

Muttaqin, Sopian Kamil (2026) Navigating the process of sustaining mutqin Qur’anic memorization amidst professional responsibilities: A phenomenological study of Tahfiz Qur’an teachers in West Java. Masters thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Sustaining a stable and precise quality of Qur’anic memorization (Mutqin) remains a major challenge for Qur’an memorizers (Ḥuffāẓ), particularly those who have graduated from Islamic boarding schools and assumed professional roles as educators. This challenge arises due to teaching demands, administrative duties, and social responsibilities that often limit the consistency of murāja’ah and disrupt long-term memorization stability. This study aims to explore the lived experiences of Taḥfīẓ Qur’ān (TQ) teachers in (1) the initial process of achieving Mutqin, (2) the strategies employed to sustain Mutqin, and (3) the challenges and solutions involved in balancing Mutqin amid professional responsibilities. The theoretical framework of this study employs Self-Regulated Learning (Zimmerman, 2002) and Spaced Repetition (Ebbinghaus, 1885) as the primary analytical lenses. SRL explains how TQ teachers plan, implement, and reflect on their memorization strategies, while SR elucidates repeated murāja’ah practices as efforts to counteract the forgetting curve, thereby maintaining long-term retention and the quality of Mutqin. This study adopted a qualitative phenomenological approach involving six TQ teachers from five Qur’an-based Islamic boarding schools in West Java, Indonesia. Data were collected through in-depth interviews and analyzed thematically using Braun and Clarke’s (2006) six-phase thematic analysis. The data analysis process was assisted by NVivo 15 software. The findings revealed three overarching themes. First, the initial process of achieving Mutqin was built upon religious foundations, phonetic refinement, ideal memorization patterns and timing, and layered murāja’ah intervals—qarīb, ba’īd, and ab’ad. Second, strategies for sustaining Mutqin include structured daily murāja’ah cycles of 3–5 juz, evaluation and reinforcement through peer tasmī’, random verse testing, integration of memorization into prayer, rereading a single Qur’anic page up to one hundred times, and the use of specific tools such as color-coded labeling and kaleidoscope tracking. Third, efforts to balance Mutqin with professional responsibilities presented multidimensional challenges that required participants to adapt through flexible time management, reduced murāja’ah loads during demanding periods, and the utilization of internal motivation and collegial support. This study offers practical implications for Ḥuffāẓ, professional development of TQ teachers, and institutional policy by emphasizing the importance of structured murāja’ah support and workload management. Theoretically, these findings contribute to the development of TQ studies by positioning Mutqin within the frameworks of SRL and SR, while enriching the discourse on sustainability in contemporary Islamic education.

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