IMPLEMENTING THE COOPERATIVE SCRIPT METHOD TO IMPROVE THE QUALITY OF STUDENTS’ MURAJAAH OF QUR’AN MEMORIZATION: A CASE STUDY AT MA’HAD DARUL QUR’AN

Abstract

Maintaining the quality of Qur’an memorization through regular review (murajaah) is a central challenge for students who memorize the Qur’an. At Ma’had Darul Qur’an, murajaah was still marked by student boredom, little interaction while repeating memorized verses, and limited time for teachers to listen to each student’s memorization in depth. This study describes how the Cooperative Script learning method was implemented in students’ murajaah, the quality of murajaah after its adoption, and the factors that supported and hindered it. A qualitative approach with a descriptive, case-study design was used. Data were collected through observation, interviews with the head of the ma’had, the tahfiz supervising teacher, and students, and documentation, and were analyzed using the Miles, Huberman, and Saldaña model with source and technique triangulation. The findings show that Cooperative Script was applied through paired murajaah in which students alternate as speaker and listener, pairs are assigned by the teacher according to differences in memorization ability, and the teacher continues to supervise and evaluate through verse-connection tests. According to the informants, the method made students more active, made errors easier to detect and correct, and improved fluency (fashahah), the accuracy of tajwid and articulation points (makharijul huruf), the strength of memorization (itqan), and confidence during recitation to the teacher. Supporting factors were teacher supervision, cooperation among students, appropriate pairing, and a regular murajaah schedule; inhibiting factors were a noisier learning atmosphere, differences in memorization ability, and difficulty finding partners. Cooperative Script can serve as an alternative tahfiz learning strategy for improving the quality of murajaah, provided that teacher supervision and careful pairing are maintained.