THE INTEGRATIVE PARADIGM OF QUR’ANIC RECITATION AND MEMORIZATION IN ISLAMIC HIGHER EDUCATION
Abstract
This study examines This study examines the integrative paradigm of tahsin and tahfiz as a strategic solution to address the dichotomy between academic development and spiritual formation in Islamic Religious Higher Education Institutions (PTKI). Its objective is to formulate a conceptual and operational framework that positions the Qur’an as the core of holistic learning. The research employs a qualitative approach using library research and curriculum policy analysis, supported by thematic content analysis of academic documents and accredited literature from the past five years. The findings reveal that effective integration of tahsin and tahfiz requires a shift from an add-on model to an embedded approach within the curriculum structure. Its implementation combines traditional methods (Talaqqī and Mushāfahah) with digital validation, alongside performance and portfolio-based assessment. This model has been shown to enhance cognitive retention, academic precision, and scholarly integrity among students. However, its optimization remains constrained by limited dual-competence faculty, fragmented regulations, and infrastructural gaps.
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