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bibo:abstract "The learning of Qur’an memorization (Taḥfiẓ Al-\r\nQur’an) is influenced not only by pedagogical aspects but also\r\nby neurophysiological mechanisms and psychological\r\nconditions that affect memorization performance. Although\r\nvarious studies have examined Taḥfiẓ from educational and\r\npsychological perspectives, a significant research gap remains,\r\nnamely the lack of empirical studies that comprehensively\r\nintegrate brainwave activity, stress levels, mental health, and\r\nmemorization performance within a unified analytical\r\nframework. This limitation has resulted in an incomplete\r\nunderstanding of the internal mechanisms underlying\r\nsuccessful or declining memorization performance. Therefore,\r\nthis study was conducted to address this gap through a more\r\nholistic approach grounded in neurocognitive and\r\npsychological data. This study aims to: (1) describe the brainwave\r\nprofiles of Qur’an memorizers during resting conditions\r\nand during the murāja‘ah (revision/review of memorization)\r\nprocess; (2) describe the stress levels, mental health, and\r\nmemorization performance of Qur’an memorizers; (3) analyze\r\nthe relationships among brain waves, stress levels, mental\r\nhealth, and Qur’anic memorization performance; (4) describe\r\nthe experiences of Qur’an memorizers in managing stress and\r\nmaintaining mental health during the taḥfiẓ process; and (5)\r\nformulate theoretical implications and principles of taḥfiẓ al-\r\nQur’an learning based on the integration of the research\r\nfindings.\r\nThis study employed a mixed-methods approach using a\r\nconcurrent triangulation design. The study involved 91\r\nstudents (santri) at Pondok Pesantren Taḥfiẓ al-Qur’an\r\nMuhammadiyah Ibnu Juraimi. Quantitative data were\r\ncollected using the NeuroSky MindWave device, a stress scale,\r\na mental health scale, and Taḥfiẓ report-card scores. The data\r\nwere analyzed using descriptive statistics, correlation analysis,\r\nand multiple linear regression. Qualitative data were obtained\r\nthrough observation and interviews and were analyzed using\r\nthe Miles, Huberman, and Saldaña model, then integrated at the interpretation stage. Data validity was ensured through\r\ninstrument validity and reliability testing, standardized EEG\r\nmeasurement procedures, and source triangulation.\r\nThe findings indicate that the murāja‘ah process is\r\ncharacterized by changes in brain-wave activity profiles,\r\nparticularly in the theta, alpha, beta, and gamma bands. Beta\r\nand gamma waves show significant positive relationships with\r\nQur’anic memorization performance (r = 0.731; p = 0.040 for\r\nbeta, and r = 0.946; p = 0.000 for gamma). Stress levels show\r\na significant negative relationship with memorization\r\nperformance (r = −0.796; p = 0.000), whereas mental health\r\nshows a significant positive relationship with memorization\r\nperformance (r = 0.584; p = 0.000). Multiple linear regression\r\nresults indicate that these three variables simultaneously\r\ncontribute significantly to memorization performance (R² =\r\n0.771; F = 97.372; p = 0.000). Qualitative findings reveal that\r\nstudents employ emotional, spiritual, and physiological\r\nstrategies to manage stress and maintain mental health. The\r\nintegration of all findings produces a conceptual model of\r\nneuropsychospiritual Taḥfiẓ learning based on cognitive\r\nneuroscience. These findings also provide an empirical basis\r\nfor repositioning Qur’anic memorization activities within the\r\nperspective of Bloom’s Taxonomy, from being predominantly\r\nviewed as a remembering activity (Lower Order Thinking\r\nSkills/LOTS) to being understood as an activity involving\r\nattention, self-regulation, information processing, memory\r\nreinforcement, and higher-level cognitive integration (Higher\r\nOrder Thinking Skills/HOTS)."^^xsd:string;
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