Instructional Interactions Based on Peer-Assisted Learning  in Classical Tahfidz Al-Qur'an Learning

Ulfa Dina Novienda; Muhammad Sutra Adi Pernama

doi:10.54371/jiepp.v6i2.1549

Authors

Ulfa Dina Novienda Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia
Muhammad Sutra Adi Pernama Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia

DOI:

https://doi.org/10.54371/jiepp.v6i2.1549

Keywords:

Peer-assisted learning, Reciprocal tasmi’, Qur’an memorization, Peer learning, Muroja’ah

Abstract

Large-class Qur’an memorization instruction requires learning interactions that provide sufficient opportunities for listening, repetition, and feedback. This study examined the implementation of peer-assisted learning (PAL) through reciprocal tasmi’ in whole-class Qur’an memorization (tahfidz) instruction at Madrasah Aliyah Negeri (MAN) Bondowoso, focusing on peer interaction, perceived contributions to recitation accuracy and memorization maintenance, and supporting and constraining factors. A qualitative case study involved seven informants: one Head of the Religious Program, two tahfidz instructors, and four male students from Class XI A1. Data were collected through participant observation, semi-structured interviews, and analysis of the tahfidz curriculum, lesson plans, and mutaba’ah records, and analyzed through condensation, coding, categorization, data display, and conclusion drawing. Three findings emerged. First, reciprocal peer tasmi’ functioned as a preliminary quality-control mechanism before teacher validation. Second, peer encouragement, repeated muroja’ah, and parental supervision formed a complementary support system for maintaining memorization fluency. Third, limited independent muroja’ah, differences in memorization pace, and competing academic demands affected weekly target consistency, prompting adaptive use of collective muroja’ah. These findings position PAL not as a substitute for the tahfidz teacher, but as a classroom-management mechanism that distributes listening and feedback opportunities in large classes. Given the qualitative, single-site, and non-comparative design, the findings reflect perceived contributions and implementation dynamics rather than causal evidence of PAL effectiveness or statistically verified improvements in long-term memory.

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