Lalaran and Tasmi's:
Traditional Memorisation Techniques in Classical Arabic Education at Pesantren
DOI:
https://doi.org/10.29240/belajea.v10i2.11355Keywords:
Lalaran, Tasmi', Memorisation Quality, Pesantren Education, Classical Arabic LearningAbstract
Memorisation has long been a central component of traditional Islamic education; however, the mechanisms that determine the quality of memorisation in pesantren remain insufficiently explored. This study addresses the problem by focusing on two classical techniques, lalaran (repetitive chanting) and tasmi' (recitation in front of others), which have been widely practised but rarely examined through empirical analysis. The objective is to investigate their influence on the memorisation quality of the Nazam Alfiyah Ibn Malik, a seminal text in classical Arabic grammar. The study involved female students of SPM Ulya Madrasah Mamba'ul Hikam as the population, utilising questionnaires, observation, and documentation as data collection instruments. Quantitative analysis was carried out using correlation and multiple regression. The findings reveal that both lalaran and tasmi' individually contribute significantly to memorisation quality; however, when examined simultaneously, tasmi' emerges as the stronger predictor, while the unique contribution of lalaran becomes limited due to overlapping effects. This suggests that memorisation quality is not merely a result of repetition, but is also strengthened by evaluative processes that involve correction and validation. The study concludes that integrating lalaran as a preparatory practice, with tasmi as the main evaluative mechanism, provides a more effective pedagogical model for enhancing memorisation quality in pesantren contexts.
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