A Cognitive-Based Phonetic Method for Memorizing Texts: The Lam Strategy in Islamic Education
A Cognitive-Based Phonetic Method for Memorizing Texts: The Lam Strategy in Islamic Education

Summary/Abstract: Background/purpose. Memorizing and differentiating structurally similar textual content represents a widespread pedagogical challenge across disciplines, including language learning, religious education, and medical training. Within Qur'anic education, structurally similar verses (mutashābihāt al-alfāẓ) pose challenges to systematic memorization, yet effective evidence-based methods remain underdeveloped despite growing global interest in Qur'anic memorization. This study developed and examined the LAM (Lafal, Asosiasi, and Makna) method, a cognitive-based instructional approach designed to enhance memorization of structurally similar content, with specific application to Qur'anic education. Materials/methods. The LAM method integrates phonetic articulation, visual-associative cues, and semantic reinforcement grounded in cognitive learning theory. The method was tested through a quasi-experimental pretest-posttest design involving 44 students at an Islamic boarding school in Indonesia. Data were collected via pretest-posttest instruments, expert validations, and observation, with statistical analysis performed using the Mann– Whitney U test. Results. The experimental group demonstrated statistically significant improvement in memorization quality compared to the control group (p < 0.05), with students reporting increased recall accuracy and reduced cognitive interference. Expert validation confirmed the method's feasibility and alignment with cognitive learning principles. The 17.12% improvement in posttest scores indicated the method's effectiveness in addressing structural differentiation challenges. Conclusion. The LAM method provides a validated, theoretically grounded tool to enhance memorization of structurally similar content in Qur'anic education. Its foundation in universal cognitive principles and structured, replicable design suggests potential transferability to other memorization-intensive disciplines that require precise differentiation of similar content, including foreign language acquisition, legal studies, and medical terminology.

• Details
• Contents