Multimodal Practices in Tahfizh Al-Qur’an Learning at SMP Islam Ar-Rahmah: An Analysis within the VARK Framework

Abstract

The tahfizh program in formal schools has evolved into a learning process involving multiple methods. However, analysis of how these methods work from the perspective of students’ learning modalities is still very limited. This study aims to describe the implementation of multimodal-based Qur’anic memorization learning at SMP Islam Ar-Rahmah, Semarang Regency, within the VARK framework. This study uses a descriptive qualitative approach with purposively selected research subjects, including the principal, teachers who are also tahfizh coordinators, and students. Data were collected through observation, semi-structured interviews, and document reviews, then analyzed using qualitative content analysis. The results show that the tahfizh program at SMP Islam Ar-Rahmah naturally reflects three VARK modalities simultaneously: the aural modality through three layers of murajaah involving all subject teachers at each lesson change; the kinesthetic modality through a consistent recitation system at each formally documented meeting; and the read/write modality through the activity of writing verses before recitation which functions as a self-correction mechanism. These three modalities operate in a mutually reinforcing cyclical flow. These findings demonstrate that multimodal learning can develop organically within formal school memorization programs without a curriculum design that explicitly refers to VARK theory. They suggest thatawareness of learning modalities can serve as a foundation for designing and evaluating tahfizh program more effectively.