The Neurocognitive Architecture of Qur’anic Memorization: Synthesizing Working Memory and Memory Consolidation Mechanisms

Ary  Asy’ari; Eva Latipah; Suyadi Suyadi

doi:10.62775/edukasia.v7i2.2159

Authors

Ary Asy’ari Universitas Islam Negeri Sunan Kalijaga, Yogyakarta
Eva Latipah Universitas Islam Negeri Sunan Kalijaga, Yogyakarta
Suyadi Suyadi Universitas Ahmad Dahlan, Yogyakarta

DOI:

https://doi.org/10.62775/edukasia.v7i2.2159

Keywords:

working memory, memory consolidation, Qur’anic memorization, cognitive neuroscience, systematic literature review

Abstract

This systematic review synthesizes 13 studies on Qur'anic memorization through cognitive neuroscience. Using PRISMA-guided screening of Scopus and PubMed records, the study identifies three taxonomic clusters: working-memory gating, consolidation-support strategies, and contextual-spiritual modulation. The findings show that Qur'anic memorization depends on attention control, phonological rehearsal, semantic linking, rhythmic repetition, multisensory encoding, muraja'ah-based retrieval, and cognitive load control. The review proposes a Neuro-Tahfidz model that connects sacred verbal input, working-memory regulation, memory consolidation, Islamic learning context, and instructional design. Its novelty lies in translating tahfidz as a theological-practical tradition into an empirical neuroeducational synthesis. It also extends memory theory beyond common Western language stimuli by focusing on a rhymed, repetitive, non-Western sacred text. The model remains conceptual because the reviewed studies use varied designs and limited direct neurocognitive measurements. The synthesis is therefore useful as a theoretical guide, not as a final causal claim. Future research should test the model experimentally across age groups, pesantren settings, and tahfidz learning methods.

Downloads

Download data is not yet available.

References

Abdullah, N. M. S. A. (2023). The Art of Quranic Memorization: A Meta-Analysis. Pertanika Journal of Social Science and Humanities, 31(2), 787–801. https://doi.org/10.47836/pjssh.31.2.16

Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20–29. https://doi.org/10.1016/j.jecp.2009.11.003

Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of Learning and Motivation, 2, 89–195. https://doi.org/10.1016/S0079-7421(08)60422-3

Aziz, H., Mulyani, D., Nur Inten, D., Qur’ani Nur Hakim, H., Ahsani Rizqi, A., & Syawalina Az-Zahra, S. (2024). The Implementation of the Brain Rhythm Method in Enhancing the Quality of Quran Memorization. Al-Ishlah, 16(3), 2925–2938. https://doi.org/10.35445/alishlah.v16i3.5245

Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423. https://doi.org/10.1016/S1364-6613(00)01538-2

Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63, 1–29. https://doi.org/10.1146/annurev-psych-120710-100422

Bahmani, Z., Clark, K. L., Merrikhi, Y., Mueller, A., Mueller, A., Pettine, W. W., Vanegas, M. I., Moore, T., Moore, T., & Noudoost, B. (2019). Prefrontal Contributions to Attention and Working Memory. In Current Topics in Behavioral Neurosciences (Vol. 41, pp. 129–153). https://doi.org/10.1007/7854_2018_74

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354

Conway, A. R. A., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W. (2005). Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin & Review, 12(5), 769–786. https://doi.org/10.3758/BF03196772

Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24(1), 87–114. https://doi.org/10.1017/S0140525X01003922

Cowan, N. (2014). Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26(2), 197–223. https://doi.org/10.1007/s10648-013-9246-y

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X

D’Esposito, M., & Postle, B. R. (2015). The cognitive neuroscience of working memory. Annual Review of Psychology, 66, 115–142. https://doi.org/10.1146/annurev-psych-010814-015031

Diekelmann, S., & Born, J. (2010). The memory function of sleep. Nature Reviews Neuroscience, 11(2), 114–126. https://doi.org/10.1038/nrn2762

Dudai, Y. (2004). The neurobiology of consolidations, or, how stable is the engram? Annual Review of Psychology, 55, 51–86. https://doi.org/10.1146/annurev.psych.55.090902.142050

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

Engle, R. W. (2002). Working memory capacity as executive attention. Current Directions in Psychological Science, 11(1), 19–23. https://doi.org/10.1111/1467-8721.00160

Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102(2), 211–245. https://doi.org/10.1037/0033-295X.102.2.211

Faqihuddin, A., Firmansyah, M. I., & Muflih, A. (2024). Multisensory Approach in Memorizing the Al-Quran for Early Childhood: Integration of the Tradition of Memorizing the Al-Quran with Digital Technology. Al-Ishlah, 16(2), 1289–1302. https://doi.org/10.35445/alishlah.v16i2.5326

Gobet, F., Lane, P. C. R., Croker, S., Cheng, P. C. H., Jones, G., Oliver, I., & Pine, J. M. (2001). Chunking mechanisms in human learning. Trends in Cognitive Sciences, 5(6), 236–243. https://doi.org/10.1016/S1364-6613(00)01662-4

Hasim, R., Samaeng, A., Dahlan, A., & Samaeng, R. (2023). Scoping Review on the Benefits of Reciting, Listening and Memorising the Quran. Environment-Behaviour Proceedings Journal, 8(25), 37–43. https://doi.org/10.21834/e-bpj.v8i25.4826

Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. https://doi.org/10.1126/science.1199327

Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968. https://doi.org/10.1126/science.1152408

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6

McGaugh, J. L. (2000). Memory: A century of consolidation. Science, 287(5451), 248–251. https://doi.org/10.1126/science.287.5451.248

Munawaroh, S. R., Hastami, Y., Suwandono, A., Hartono, H., & Probandari, A. (2023). Reading Holy Qur’an to Improve Verbal Fluency in Elderly. Mutiara Medika, 23(1), 1–7. https://doi.org/10.18196/mmjkk.v23i1.15160

Muslim, F. R., Tumiran, M. A., & Zainal Abidin, M. Z. H. (2024). Techniques for Memorizing the Quran: A Comparative Study of the Memory System Tendencies of Maahad Integrasi Tahfiz Selangor (MITS) Students. UMRAN, 11(2), 37–47. https://doi.org/10.11113/umran2024.11n2.647

Ozimič, A. S. (2020). Working Memory from the Perspective of the Multicomponent Model and Embedded-Processes Model. Interdisciplinary Description of Complex Systems, 18(4), 516–524. https://doi.org/10.7906/INDECS.18.4.2

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Bmj, 372. https://doi.org/10.1136/bmj.n71

Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287. https://doi.org/10.1037/h0084295

Patel, A. D. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6(7), 674–681. https://doi.org/10.1038/nn1082

Rasch, B., & Born, J. (2013). About sleep’s role in memory. Physiological Reviews, 93(2), 681–766. https://doi.org/10.1152/physrev.00032.2012

Ridwan, A. M., & Arifa, L. R. (2024). The Effectiveness Of Muroja’ah In Prayer On The Quality Of Memorization. Al Muhafidz: Jurnal Ilmu Al-Qur’an Dan Tafsir, 4(2), 304–316. https://doi.org/10.57163/almuhafidz.v4i2.139

Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x

Slamet, S. (2019). The effect of memorizing quran on the children cognitive intelligence. Humanities and Social Sciences, 7(3), 571–575. https://doi.org/10.18510/HSSR.2019.7384

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Squire, L. R., & Alvarez, P. (1995). Retrograde amnesia and memory consolidation: A neurobiological perspective. Current Opinion in Neurobiology, 5(2), 169–177. https://doi.org/10.1016/0959-4388(95)80023-9

Sriyanto, A., Sumarno, S., & Saputra, A. (2023). Cognitive competency early children memorizing the qur’an obtained from the tahfidz al-qur’an learning process. Al-Muaddib Jurnal Kajian Ilmu Kependidikan, 5(2), 282–291. https://doi.org/10.46773/muaddib.v5i2.851

Suryana, E., Supriadi, U., Fikri, M., Efriani, A., & Langputeh, S. (2024). Exploring Memorization Patterns in the Tahfidz and Tarjamah Qur’an Programs. Jurnal Pendidikan Islam, 10(2), 375–386. https://doi.org/10.15575/jpi.v10i2.29969

Sweller, J., van Merrienboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261–292. https://doi.org/10.1007/s10648-019-09465-5

Tahir, N. S., Husain, M. Z., Baha’, A., Naqibah, K., Yussop, Y., & Yahya, S. (2024). Hubungkait Antara Neurosains Dan Kaedah Hafazan Al-Qur’an Siyaq Dan Peranannya Dalam Peningkatan Prestasi Hafazan. Jurnal Tafsere, 12(1), 1–25. https://doi.org/10.24252/jt.v12i1.49850

Tobing, Y. V. L., Boy, E., Mukhtasor, A. S., & Furqoni, A. (2022). The Effect of Reading the Qur’an on the Cognitive Function of the Elderly. Magna Medica, 9(2), 183–189. https://doi.org/10.26714/magnamed.9.2.2022.183-189

Unsworth, N., & Engle, R. W. (2007). The nature of individual differences in working memory capacity. Psychological Bulletin, 133(6), 1038–1066. https://doi.org/10.1037/0033-2909.133.6.1038

Wafi, M. H., S, M. N., Saputra, M. B., Pohan, M. M., & Hayat, A. P. (2023). Transformation Of The Tahfīdz Tradition In Indonesia: Between Traditional And Contemporary Education. AJIS: Academic Journal of Islamic Studies, 8(1), 123–140. https://doi.org/10.29240/ajis.v8i1.6720

Walker, M. P., & Stickgold, R. (2006). Sleep, memory, and plasticity. Annual Review of Psychology, 57, 139–166. https://doi.org/10.1146/annurev.psych.56.091103.070307

Zatorre, R. J., Chen, J. L., & Penhune, V. B. (2007). When the brain plays music: Auditory-motor interactions in music perception and production. Nature Reviews Neuroscience, 8(7), 547–558. https://doi.org/10.1038/nrn2152