Beyond Neuropedagogy: Integrating Cognitive Learning Processes and Islamic Epistemology in Qur’anic Memorization Education

Abstract

Qur’anic memorization education in Islamic boarding schools extends beyond the acquisition and retention of textual information, encompassing cognitive, pedagogical, and spiritual dimensions. This study aims to examine how cognitive learning processes and Islamic epistemology are manifested in the implementation of progressive five-juz tasmi’ in Qur’anic boarding schools. Employing a qualitative multisite case-study design, data were collected through observation, interviews, and documentation and analyzed using within-site and cross-site analysis. The findings indicate that progressive tasmi’ organizes memorization through cumulative repetition, bil ghaib retrieval, continuous evaluation, teacher guidance, and gradual mastery from 1–5 to 1–30 juz. These practices reflect cognitive learning processes associated with spaced repetition, retrieval practice, active engagement, and memory consolidation. However, the findings also demonstrate that neuropedagogical perspectives alone cannot fully explain the spiritual purpose of memorization, lifelong responsibility for preserving the Qur’an, teacher–student relationships, and sanad as a mechanism of scholarly transmission. The study implies that integrating cognitive learning principles with Islamic epistemology can provide a more comprehensive framework for understanding effective, meaningful, and sustainable Qur’anic memorization education.