THE ROLE OF LONG-TERM MEMORY IN QUR'AN LEARNING: COGNITIVE NEUROSCIENCE PERSPECTIVES
Main Article Content
Abstract
Memorizing the Qur’an (tahfidz) constitutes a fundamental practice within Islamic education that integrates spiritual discipline with complex cognitive mechanisms. This study investigates the role of long-term memory in tahfidz learning through a cognitive neuroscience framework. Employing a literature review approach, the analysis synthesizes scholarly sources in neuroscience, cognitive psychology, and Islamic pedagogy to elucidate how memory processes—encoding, consolidation, storage, and retrieval—operate in Qur’anic memorization. The reviewed evidence indicates that neural structures including the hippocampus, prefrontal cortex, medial temporal cortex, and amygdala play essential roles in organizing, stabilizing, and retrieving memorized verses. Empirical findings also support the effectiveness of strategies such as spaced repetition, mushaf-based visual mapping, semantic association, and mnemonic patterning in strengthening synaptic connectivity and retention. Furthermore, emotional regulation and spiritual engagement are shown to facilitate memory consolidation via activation of the limbic system, while restorative sleep, peer interaction, and collaborative learning in halaqah settings enhance long-term recall. Collectively, these insights demonstrate that tahfidz represents a holistic neurocognitive process that synergistically integrates devotional motivation, affective states, and memory system dynamics. The study underscores the pedagogical significance of developing neuroscience-informed tahfidz methodologies that align cognitive, emotional, and spiritual elements within instructional design. Future research opportunities include experimental neuroeducation models to quantitatively evaluate the efficacy of memory-enhancement protocols in broader Islamic learning contexts.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Abdullah, M., & Ismail, R. (2022). The Role of Repeated Recitation and Spiritual Engagement in Long-Term Memory Consolidation: A Neuroeducational Perspective on Quran Memorization. International Journal of Cognitive Neuroscience and Education, 4(1).
Agustono, I., & Firdaus, H. D. (2025). Cognitive and Spiritual Approaches To Qur'anic Memorization: A Study of The Yadain Method in Yogyakarta. Al Muhafidz: Journal of Qur'an and Tafsir, 5(1), 19–37. https://doi.org/10.57163/almuhafidz.v5i1.146
Alibasya, A. A., Aditya, S. F., Putri, L. F., & Dwi Farisandy, E. (2024). Long Term Mnemonic: The Effectiveness of Mnemonic Keyword Techniques to Improve Long-Term Memory of English Vocabulary. Journal of Psychological Research and Measurement: JPPP, 13(1), 7–16. https://doi.org/10.21009/JPPP.131.02
Bayati, M. d. m St. g. (2024). Memorizing the Holy Quran through cognitive psychology strategies. Meras Journal, 4(2), 94–125. https://doi.org/10.57026/mjhr.v4i2.81
Bhinnety, M. (2018). MEMORY STRUCTURE AND PROCESSES. Bulletin of Psychology, 2, 74–88.
Caya-Bissonnette, L., & Béïque, J.-C. (2024). Half a century legacy of long-term potentiation. Current Biology, 34(13), R640–R662. https://doi.org/10.1016/j.cub.2024.05.008
Davis, K. L., & Montag, C. (2019). Selected Principles of Pankseppian Affective Neuroscience. Frontiers in Neuroscience, 12. https://doi.org/10.3389/fnins.2018.01025
Diekelmann, S., & Born, J. (2010). The memory function of sleep. Nature Reviews Neuroscience, 11(2), 114–126. https://doi.org/10.1038/nrn2762
Fairuzillah, M. N., & Listiana, A. (2021). The Positive Impact of Memorizing the Qur’an on Cognitive Intelligence of Children. https://doi.org/10.2991/assehr.k.210322.071
Funahashi, S. (2017). Prefrontal Contribution to Decision-Making under Free-Choice Conditions. Frontiers in Neuroscience, 11. https://doi.org/10.3389/fnins.2017.00431
Hendrawati, W., & Syaikh, A. S. (2020). Application of Tasmi' and Muraja'ah Methods in the Tahfidzul Quran Program for Students at Ma'had Tahfidz Hidayatul Qur'an Puding Besar Village. LENTERNAL: Learning and Teaching Journal, 1(2), 1–8. https://doi.org/10.329231270/lenternal.v1i1.1272
Heryani, Y., Kartono, Wijayanti, K., & Dewi, N. R. (2021). Proceedings of the National Postgraduate Seminar of Semarang State University The Effect of the Mnemonic Method on Mathematical Reasoning Ability and Memory. Postgraduate University of SemarangNational Seminar Proceedings, 2017, 449–454.
Hidayah, N. (2016). Tahfidz Al-Qur'an learning strategies in educational institutions. Timberlake, 04(01), 63–81. http://www.republika.
Huda, M. (2022). The Potential of Tahfidz Al-Qur'an in Fostering Spiritual Intelligence.
Irawan, Rudy., & Ruswanto. (2024). The effect of the use of the mnemonic method in improving the ability to memorize the qur'an in the qur'an and hadith subjects of grade viii students at mts as syifa jati agung. education: Journal of Educational and Teaching Innovation, 4(4), 253–260.
Kang, S. H. K. (2016). Spaced Repetition Promotes Efficient and Effective Learning. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12–19. https://doi.org/10.1177/2372732215624708
Lee, J. W., & Jung, M. W. (2025). Memory consolidation from a reinforcement learning perspective. Frontiers in Computational Neuroscience, 18. https://doi.org/10.3389/fncom.2024.1538741
Liu, Z. (2024). The role of the hippocampus in memory formation and consolidation. Theoretical and Natural Science, 63(1), 62–67. https://doi.org/10.54254/2753-8818/63/20241585
MAHDI, I. (2024). Tahfidzul qur'an learning model with the internalization of neuroscience values. paramurobi: journal of islamic religious education, 7(1), 151–164. https://doi.org/10.32699/paramurobi.v7i1.6834
Mujawar, S., Patil, J., Chaudhari, B., & Saldanha, D. (2021). Memory. Industrial Psychiatry Journal, 30(Suppl 1), S311–S314. https://doi.org/10.4103/0972-6748.328839
Nafiati, D. A. (2021). Revision of Bloom's taxonomy: Cognitive, affective, and psychomotor. Humanika, 21(2), 151–172. https://doi.org/10.21831/hum.v21i2.29252
Nomovera, R. (2019). Memory, Forgetting, and Transfer in Learning and Learning. Rokania Journal of Education, 4(1), 21–34.
Nurdian, Y. (2019). Basic principles of neuroscience, neurobehaviour, and neuroplasticity. https://doi.org/10.13140/RG.2.2.24693.73444
Pd, R., Rofiqi, M. A., M.Keb, M., Sulaiman, A. G., Psychologist, D., Sp.Kep.Jiwa, N., Ed, dr, M.A, N., & M.Pd, T. (2023). COGNITIVE PSYCHOLOGY.
Raychan Assabiq, & Wantini. (2024). Neuropsychology of islamic education: efforts to reconstruct pai learning methods through the process of integrating students' cognitive and spiritual potential. Pendas : Scientific Journal of Basic Education, 9(04), 234–264. https://doi.org/10.23969/jp.v9i04.22328
Rianti Sari, R. (2018). Mnemonics as an alternative in memorizing students' Arabic vocabulary. Journal of Tarbiyatuna, 3, 30–50.
Rohmawati, E., & Fauji, I. (2024). Implementing the Tazkiyah Method as an Effort to Improve the Quality of Quranic Memorization. https://doi.org/10.21070/ups.5232
Rosyanti, L., Hadi, I., & Akhmad, A. (2022). Spiritual Health Qur'an Therapy as Physical and Psychological Treatment during the COVID-19 Pandemic. Health Information: Journal of Research, 14(1), 89–114. https://doi.org/10.36990/hijp.v14i1.480
Schapiro, A. C., McDevitt, E. A., Chen, L., Norman, K. A., Mednick, S. C., & Rogers, T. T. (2017). Sleep Benefits Memory for Semantic Category Structure While Preserving Exemplar-Specific Information. Scientific Reports, 7(1), 14869. https://doi.org/10.1038/s41598-017-12884-5
Sinta., Vien, Rima., & Muchtarom, Moh. (2017). Halaqah as a model of political education for party cadres (Study on SANTIKA Female Cadres of the Regional Management Council of the Prosperous Justice Party of Surakarta) 1. 2(1), 56–65.
Sirin, S., Metin, B., & Tarhan, N. (2021). The Effect of Memorizing the Quran on Cognitive Functions. The Journal of Neurobehavioral Sciences, 8(1), 22–27. https://doi.org/10.4103/jnbs.jnbs_42_20
Sridhar, S., Khamaj, A., & Asthana, M. K. (2023). Cognitive neuroscience perspective on memory: overview and summary. Frontiers in Human Neuroscience, 17. https://doi.org/10.3389/fnhum.2023.1217093
Supriono, I. A., & Rusdiani, A. (2019). Implementation of student al-quran memorization activities at lptq siak regency. Isema Journal, 4(1), 55–64.
Thorup, E. (2024). The Neuroscience of Memory: How the Brain Stores and Retrieves Information. Perspective Neurosci. Psych. Open Access, 7(6), 297–299. https://doi.org/10.47532/npoa.2024.7(6).297-299
Ulfah, M., Afnibar, & Ulfatmi. (2024). The application of cognitive theory in memorizing the quran to mental health. JIC: Journal of Intellectuals and Scholars, 1(10), 7993–7998. https://jicnusantara.com/index.php/jiic
Wandini, R. R., Damanik, E. S. D., & Daulay, S. H. (2020). Application of the Takrir (Repeated) Method in Memorizing the Elementary Age Al Quran at the Islamic Center Medan. AR-RIAYAH : Journal of Basic Education, 4(1), 65. https://doi.org/10.29240/jpd.v4i1.1416
Zavitsanou, A. M., & Drigas, A. (2021). Attention and Working Memory. International Journal of Recent Contributions from Engineering, Science & IT (IJES), 9(1), 81. https://doi.org/10.3991/ijes.v9i1.19933
Main Article Content
Abstract
Memorizing the Qur’an (tahfidz) constitutes a fundamental practice within Islamic education that integrates spiritual discipline with complex cognitive mechanisms. This study investigates the role of long-term memory in tahfidz learning through a cognitive neuroscience framework. Employing a literature review approach, the analysis synthesizes scholarly sources in neuroscience, cognitive psychology, and Islamic pedagogy to elucidate how memory processes—encoding, consolidation, storage, and retrieval—operate in Qur’anic memorization. The reviewed evidence indicates that neural structures including the hippocampus, prefrontal cortex, medial temporal cortex, and amygdala play essential roles in organizing, stabilizing, and retrieving memorized verses. Empirical findings also support the effectiveness of strategies such as spaced repetition, mushaf-based visual mapping, semantic association, and mnemonic patterning in strengthening synaptic connectivity and retention. Furthermore, emotional regulation and spiritual engagement are shown to facilitate memory consolidation via activation of the limbic system, while restorative sleep, peer interaction, and collaborative learning in halaqah settings enhance long-term recall. Collectively, these insights demonstrate that tahfidz represents a holistic neurocognitive process that synergistically integrates devotional motivation, affective states, and memory system dynamics. The study underscores the pedagogical significance of developing neuroscience-informed tahfidz methodologies that align cognitive, emotional, and spiritual elements within instructional design. Future research opportunities include experimental neuroeducation models to quantitatively evaluate the efficacy of memory-enhancement protocols in broader Islamic learning contexts.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Abdullah, M., & Ismail, R. (2022). The Role of Repeated Recitation and Spiritual Engagement in Long-Term Memory Consolidation: A Neuroeducational Perspective on Quran Memorization. International Journal of Cognitive Neuroscience and Education, 4(1).
Agustono, I., & Firdaus, H. D. (2025). Cognitive and Spiritual Approaches To Qur'anic Memorization: A Study of The Yadain Method in Yogyakarta. Al Muhafidz: Journal of Qur'an and Tafsir, 5(1), 19–37. https://doi.org/10.57163/almuhafidz.v5i1.146
Alibasya, A. A., Aditya, S. F., Putri, L. F., & Dwi Farisandy, E. (2024). Long Term Mnemonic: The Effectiveness of Mnemonic Keyword Techniques to Improve Long-Term Memory of English Vocabulary. Journal of Psychological Research and Measurement: JPPP, 13(1), 7–16. https://doi.org/10.21009/JPPP.131.02
Bayati, M. d. m St. g. (2024). Memorizing the Holy Quran through cognitive psychology strategies. Meras Journal, 4(2), 94–125. https://doi.org/10.57026/mjhr.v4i2.81
Bhinnety, M. (2018). MEMORY STRUCTURE AND PROCESSES. Bulletin of Psychology, 2, 74–88.
Caya-Bissonnette, L., & Béïque, J.-C. (2024). Half a century legacy of long-term potentiation. Current Biology, 34(13), R640–R662. https://doi.org/10.1016/j.cub.2024.05.008
Davis, K. L., & Montag, C. (2019). Selected Principles of Pankseppian Affective Neuroscience. Frontiers in Neuroscience, 12. https://doi.org/10.3389/fnins.2018.01025
Diekelmann, S., & Born, J. (2010). The memory function of sleep. Nature Reviews Neuroscience, 11(2), 114–126. https://doi.org/10.1038/nrn2762
Fairuzillah, M. N., & Listiana, A. (2021). The Positive Impact of Memorizing the Qur’an on Cognitive Intelligence of Children. https://doi.org/10.2991/assehr.k.210322.071
Funahashi, S. (2017). Prefrontal Contribution to Decision-Making under Free-Choice Conditions. Frontiers in Neuroscience, 11. https://doi.org/10.3389/fnins.2017.00431
Hendrawati, W., & Syaikh, A. S. (2020). Application of Tasmi' and Muraja'ah Methods in the Tahfidzul Quran Program for Students at Ma'had Tahfidz Hidayatul Qur'an Puding Besar Village. LENTERNAL: Learning and Teaching Journal, 1(2), 1–8. https://doi.org/10.329231270/lenternal.v1i1.1272
Heryani, Y., Kartono, Wijayanti, K., & Dewi, N. R. (2021). Proceedings of the National Postgraduate Seminar of Semarang State University The Effect of the Mnemonic Method on Mathematical Reasoning Ability and Memory. Postgraduate University of SemarangNational Seminar Proceedings, 2017, 449–454.
Hidayah, N. (2016). Tahfidz Al-Qur'an learning strategies in educational institutions. Timberlake, 04(01), 63–81. http://www.republika.
Huda, M. (2022). The Potential of Tahfidz Al-Qur'an in Fostering Spiritual Intelligence.
Irawan, Rudy., & Ruswanto. (2024). The effect of the use of the mnemonic method in improving the ability to memorize the qur'an in the qur'an and hadith subjects of grade viii students at mts as syifa jati agung. education: Journal of Educational and Teaching Innovation, 4(4), 253–260.
Kang, S. H. K. (2016). Spaced Repetition Promotes Efficient and Effective Learning. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12–19. https://doi.org/10.1177/2372732215624708
Lee, J. W., & Jung, M. W. (2025). Memory consolidation from a reinforcement learning perspective. Frontiers in Computational Neuroscience, 18. https://doi.org/10.3389/fncom.2024.1538741
Liu, Z. (2024). The role of the hippocampus in memory formation and consolidation. Theoretical and Natural Science, 63(1), 62–67. https://doi.org/10.54254/2753-8818/63/20241585
MAHDI, I. (2024). Tahfidzul qur'an learning model with the internalization of neuroscience values. paramurobi: journal of islamic religious education, 7(1), 151–164. https://doi.org/10.32699/paramurobi.v7i1.6834
Mujawar, S., Patil, J., Chaudhari, B., & Saldanha, D. (2021). Memory. Industrial Psychiatry Journal, 30(Suppl 1), S311–S314. https://doi.org/10.4103/0972-6748.328839
Nafiati, D. A. (2021). Revision of Bloom's taxonomy: Cognitive, affective, and psychomotor. Humanika, 21(2), 151–172. https://doi.org/10.21831/hum.v21i2.29252
Nomovera, R. (2019). Memory, Forgetting, and Transfer in Learning and Learning. Rokania Journal of Education, 4(1), 21–34.
Nurdian, Y. (2019). Basic principles of neuroscience, neurobehaviour, and neuroplasticity. https://doi.org/10.13140/RG.2.2.24693.73444
Pd, R., Rofiqi, M. A., M.Keb, M., Sulaiman, A. G., Psychologist, D., Sp.Kep.Jiwa, N., Ed, dr, M.A, N., & M.Pd, T. (2023). COGNITIVE PSYCHOLOGY.
Raychan Assabiq, & Wantini. (2024). Neuropsychology of islamic education: efforts to reconstruct pai learning methods through the process of integrating students' cognitive and spiritual potential. Pendas : Scientific Journal of Basic Education, 9(04), 234–264. https://doi.org/10.23969/jp.v9i04.22328
Rianti Sari, R. (2018). Mnemonics as an alternative in memorizing students' Arabic vocabulary. Journal of Tarbiyatuna, 3, 30–50.
Rohmawati, E., & Fauji, I. (2024). Implementing the Tazkiyah Method as an Effort to Improve the Quality of Quranic Memorization. https://doi.org/10.21070/ups.5232
Rosyanti, L., Hadi, I., & Akhmad, A. (2022). Spiritual Health Qur'an Therapy as Physical and Psychological Treatment during the COVID-19 Pandemic. Health Information: Journal of Research, 14(1), 89–114. https://doi.org/10.36990/hijp.v14i1.480
Schapiro, A. C., McDevitt, E. A., Chen, L., Norman, K. A., Mednick, S. C., & Rogers, T. T. (2017). Sleep Benefits Memory for Semantic Category Structure While Preserving Exemplar-Specific Information. Scientific Reports, 7(1), 14869. https://doi.org/10.1038/s41598-017-12884-5
Sinta., Vien, Rima., & Muchtarom, Moh. (2017). Halaqah as a model of political education for party cadres (Study on SANTIKA Female Cadres of the Regional Management Council of the Prosperous Justice Party of Surakarta) 1. 2(1), 56–65.
Sirin, S., Metin, B., & Tarhan, N. (2021). The Effect of Memorizing the Quran on Cognitive Functions. The Journal of Neurobehavioral Sciences, 8(1), 22–27. https://doi.org/10.4103/jnbs.jnbs_42_20
Sridhar, S., Khamaj, A., & Asthana, M. K. (2023). Cognitive neuroscience perspective on memory: overview and summary. Frontiers in Human Neuroscience, 17. https://doi.org/10.3389/fnhum.2023.1217093
Supriono, I. A., & Rusdiani, A. (2019). Implementation of student al-quran memorization activities at lptq siak regency. Isema Journal, 4(1), 55–64.
Thorup, E. (2024). The Neuroscience of Memory: How the Brain Stores and Retrieves Information. Perspective Neurosci. Psych. Open Access, 7(6), 297–299. https://doi.org/10.47532/npoa.2024.7(6).297-299
Ulfah, M., Afnibar, & Ulfatmi. (2024). The application of cognitive theory in memorizing the quran to mental health. JIC: Journal of Intellectuals and Scholars, 1(10), 7993–7998. https://jicnusantara.com/index.php/jiic
Wandini, R. R., Damanik, E. S. D., & Daulay, S. H. (2020). Application of the Takrir (Repeated) Method in Memorizing the Elementary Age Al Quran at the Islamic Center Medan. AR-RIAYAH : Journal of Basic Education, 4(1), 65. https://doi.org/10.29240/jpd.v4i1.1416
Zavitsanou, A. M., & Drigas, A. (2021). Attention and Working Memory. International Journal of Recent Contributions from Engineering, Science & IT (IJES), 9(1), 81. https://doi.org/10.3991/ijes.v9i1.19933