The theory behind our memorisation technique (for Qur'an Teachers)

Introduction

This 60-day Surah Mulk memorisation challenge has been meticulously designed by educators who have integrated modern technological advancements and contemporary pedagogical strategies with a traditional 1400-year-old system for memorising the Qur’an. This system, deeply rooted in Islamic tradition, has stood the test of time as a successful model for the preservation of sacred texts.

This section is for teachers of the Holy Qu'ran, it provides a theoretical underpinning of the methods adopted in this challenge.

Knowledge retainment

Central to this memorisation challenge is the cognitive process of knowledge retention, which is understood as the movement of information from the short-term memory (STM) to the long-term memory (LTM). Pedagogically, the transfer of knowledge from STM to LTM involves repeated exposure, meaningful engagement, and active recall. Cognitive Load Theory (Sweller, 1988) suggests that learners can only process limited information in their working memory at any given time, making effective strategies necessary to ensure the transfer of knowledge to the LTM. Therefore, for the memorisation of the Qur’an, techniques must be employed that reduce cognitive overload, allowing learners to engage with and internalise material more effectively. Various tools can be implemented to facilitate this process, such as mnemonic devices, chunking of information, and active recall practices, which not only assist in embedding information but also create pathways for deeper understanding.

Moreover, pedagogical theories such as Constructivism (Piaget, 1967) and Socio-Cultural Theory (Vygotsky, 1978) emphasise the importance of scaffolding the learning process by creating meaningful connections between new information and existing knowledge. In the context of Qur’an memorisation, this involves creating opportunities for learners to actively engage with the text — through repeated recitation, contextual understanding, and integration into daily worship practices — thereby making the learning process both holistic and spiritually enriching.

Repetition

Repetition is foundational to the memorisation process. The role of repetition, or "muraaja'ah" in the Islamic pedagogical tradition, is critical for embedding information in long-term memory. Educational theories on spaced repetition, notably the Ebbinghaus Forgetting Curve (1885), demonstrate how memory fades without regular reinforcement. By systematically repeating Qur’anic verses at spaced intervals, learners can significantly reduce the forgetting rate, thus ensuring the information is moved from STM to LTM more efficiently. This aligns with Vygotsky's notion of the "Zone of Proximal Development" (ZPD), where a learner, with appropriate guidance, is able to achieve mastery of material that initially seemed beyond their independent capability.

For effective memorisation, Qur’anic repetition can be divided into three stages: initial memorisation, retention, and long-term review. Each stage is strategically spaced, with increasing intervals of recitation designed to maximise retention and minimise cognitive overload. This incremental approach mirrors the Gradual Release of Responsibility Model (Pearson & Gallagher, 1983), where the learner gradually takes on more independence in their memorisation practice as they become more proficient.

Our pedagogical tool for repetition

In the development of this online memorisation tool, pedagogical principles such as scaffolding, chunking, and active recall are effectively integrated to enhance the learning process. The tool allows learners to break down Surah Mulk into individual words, repeating each word many times. This process builds a foundation of familiarity through repetition, ensuring that learners can accurately recall and pronounce each word. Following this, the tool scaffolds learning by combining these individual words into short phrases, progressively forming complete ayats. This method aligns with cognitive load theory, reducing the complexity of the material into manageable chunks before gradually increasing the cognitive demand.

Furthermore, by providing audio, text, transliteration, and translation, the tool supports multimodal learning, engaging learners through multiple sensory channels. This approach enhances both phonetic accuracy and comprehension. The auditory element helps strengthen auditory memory, while visual cues, including transliteration and translation, ensure that learners can contextualise and understand the meaning of the text they are memorising. The integration of these elements into a web app provides a flexible and adaptive learning environment, where learners can review at their own pace, enabling repetition that is not only mechanical but meaningful. This method also ties into the theory of spaced repetition, allowing learners to revisit and reinforce what they have learned, while gradually increasing the length and complexity of the material.

Harmonical patterns for memorisation

Harmonical patterns are integral to the memorisation process. These melodic intonations not only aid in the correct pronunciation of the Qur’an but also enhance the learner's ability to recall the text. Research in neuroscience suggests that melody and rhythm play a critical role in memory retention. Music and rhythm are processed differently in the brain compared to other types of information, involving regions linked to emotional engagement and memory encoding. The rhythmic and phonetic patterns in Qur’anic recitation function similarly to mnemonic devices, where the melodic structure helps trigger the memory of the words and phrases.

In a pedagogical context, the use of harmonical patterns can be linked to the multi-sensory learning approach, which engages multiple senses simultaneously, enhancing the learning experience. When learners recite verses with proper pronunciation and rhythm, they are not only engaging auditory and verbal memory but also the kinaesthetic process, as the recitation involves physical articulation of the sounds. This multi-sensory engagement strengthens neural connections, facilitating the shift of information from STM to LTM. Moreover, studies in embodied cognition (Wilson, 2002) suggest that physical actions, such as the articulation of recitation, can reinforce cognitive processes. By practicing harmonical audio patterns, learners engage their motor memory, which helps solidify their retention of the Qur’an.

Final reflection

In this section, we have discussed the memorisation of Qur'an in a very academic way, linking the method we have used to pedagogical learning theories. However, it is essential to acknowledge that, ultimately, all knowledge belongs to Allah, the All-Knowing, and our efforts are entirely subject to His will and power. While educational strategies and tools provide valuable support, they are secondary to the spiritual dimension of learning.

The most powerful and indispensable strategy in the journey of Qur'anic memorisation is the invocation of Dua—prayer and supplication to Allah. In seeking Allah’s assistance, we not only ask for the ability to memorise, but we also seek His blessings, guidance, and strength to preserve what has been learned in our hearts. It is through Dua that the spiritual connection with the Qur'an deepens, transcending the cognitive processes of memory and recall, and transforming the act of memorisation into an act of worship. By turning to Allah in sincere supplication, one acknowledges their dependence on His mercy and wisdom, recognising that true success in memorising this sacred Surah—and the Qur’an as a whole—comes only with His help and permission.

Thus, while modern pedagogical methods serve to facilitate the memorisation process, they must be accompanied by sincere reliance on Allah, as He alone can grant the knowledge, understanding, and retention of His words.