Analysis of the Implementation of the Muraja’ah Program Using a Hypnoteaching Approach in an Integrated Islamic Elementary School

Fadhilah Rijqy Firdianti; Edi Suresman; Cucu Surahman

doi:10.61227/te6czz66

Authors

Fadhilah Rijqy Firdianti Universitas Pendidikan Indonesia
Edi Suresman Universitas Pendidikan Indonesia
Cucu Surahman Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.61227/te6czz66

Keywords:

Hypnoteaching, Muraja'ah, Parent-Teacher Collaboration, Tahfiz Education

Abstract

The hypnoteaching approach is believed to support the implementation of students' Qur'an memorization review (muraja'ah) through psychological conditioning conducted during transition times, namely after Fajr, after Maghrib, and before bedtime. However, its implementation at home often presents various challenges that require the active involvement of parents as the children's primary facilitators. Although various studies have discussed the application of hypnoteaching in school learning, not many studies have examined how teachers and parents collaboratively implement pacing and leading strategies in the implementation of muraja'ah at home. This study aims to describe the implementation of a collaborative muraja'ah program through a hypnoteaching approach at SDIT Aluda Cimahi using a qualitative approach with a descriptive case study design. The research was conducted from May to June 2026, involving nine informants consisting of two tahfiz teachers, three parents, and four students. Data were collected through in-depth interviews, observation, and document analysis of monitoring books, and then analyzed using the interactive model of Miles, Huberman, and Saldana through the stages of data condensation, data display, and conclusion drawing. The results showed that the implementation of hypnoteaching is realized through the application of pacing and leading strategies by parents in assisting their children's muraja'ah at home. Pacing is carried out through physical and emotional conditioning according to biological transition times, while leading is realized through affirmations, religious motivation, praise, and rewards adapted to the child's psychological condition and learning motivation. This study also indicates that the implementation of muraja'ah at home is a collaborative process involving the interplay between the child's biological condition and cognitive load, parental assistance strategies, and school support through differentiated learning and monitoring systems. Several challenges were found in implementing the program, namely the child's physical condition during transition times, fatigue after daily activities, differences in students' memorization abilities, the demands of the ziyadah (adding new memorization) target, and the implementation of the monitoring system between the school and parents. This study contributes to expanding the literature on hypnoteaching in tahfiz education by positioning muraja'ahas a collaborative process that strengthens school-family partnerships. Therefore, strengthening school and family partnerships through parental assistance and continuous communication is necessary to support the continuity of muraja'ah at home.

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