Implementation of Cognitivist Theory in Tajwid Learning at Madrasah Fatihul Ulum
DOI:
https://doi.org/10.34306/al-waarits.v3i2.1240Keywords:
Cognitive Load, Cognitive Theory, Conceptual Understanding, Positive Reinforcement, Tajweed RulesAbstract
This qualitative case study aims to analyze the planning, implementation, and evaluation of the application of cognitive learning theory to improve students’ understanding of tajwid concepts at Madrasah Fatihul Ulum Al Ikhlas Ngampelrejo, Jombang, Jember. Data were collected through classroom observations, in-depth interviews, and document analysis to examine the learning process and students’ responses to the applied instructional strategies. The findings indicate that the lesson planning was developed using a Phonetic Concept Map based on articulation points (makhraj), providing a structured framework for connecting students’ prior knowledge with tajwid concepts. During implementation, letter grouping (chunking) and gradual assistance (scaffolding) were integrated with positive reinforcement through praise cards and quizzes to support students’ understanding and learning process. The reduction in students’ cognitive load was assessed through behavioral observations, such as shorter periods of confusion and reduced task-completion time, and was further confirmed through interviews, resulting in increased initiative for independent Qur’anic recitation. At the evaluation stage, the application of independent error analysis was demonstrated by students’ ability to identify errors in pronouncing tajwid rules and explain their phonetic reasons without teacher assistance. This study concludes that an empirically grounded cognitive approach is supported in replacing mechanical memorization (rote learning) with an applicable conceptual understanding of tajwid, enabling students to understand the phonetic basis of tajwid rules rather than merely memorize them mechanically.
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