Cognitive Processes and Critical Thinking in Qur’an Memorization (Tahfiz) Learning: A Systematic Literature Review

Abstract

Quranic memorization (tahfiz) instruction generally emphasizes accuracy and fluency, whereas its connection to meaning comprehension and critical thinking requires further in-depth study. This study aims to analyze the cognitive processes involved in tahfiz instruction, identify the interrelationships among memorization, meaning comprehension, and metacognition, and examine the extent to which existing literature supports a link between tahfiz instruction and critical thinking skills. The study employs a Systematic Literature Review (SLR) methodology, adhering to the PRISMA 2020 guidelines. The authors conducted a literature search in Google Scholar using Indonesian and English keywords related to Quranic tahfiz, cognitive processes, memory, metacognition, and critical thinking. Out of 79 articles identified in the initial stage, 13 were selected as primary sources for synthesis. Data were analyzed using a thematic-comparative approach, considering research focus, methodology, findings, and limitations of the evidence. The results indicate that tahfiz instruction involves attention, information encoding, memory storage, and the retrieval of memorized material. These processes have the potential to foster meaningful learning if integrated with verse comprehension, self-reflection, and activities involving analysis and evaluation. However, the ability to memorize does not automatically signify a mastery of meaning or the possession of critical thinking skills. This study contributes by formulating a conditional relationship among memorization, comprehension, metacognition, and critical reasoning, serving as a conceptual framework for the development of tahfiz instruction. Further empirical research is required to validate these relationships.