Cara menghafal hadits tentang shalat jamaah yaitu dengan membaca secara

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Jawaban singkat: Artikel ini membahas cara menghafal hadits tentang shalat jamaah yaitu dengan membaca secara berdasarkan sumber yang dirujuk, lalu merangkum poin penting secara praktis.

Pembahasan Cara menghafal hadits tentang shalat jamaah yaitu dengan membaca secara

Title: Modul Ajar Kelas 3 Bab 6 Membaca Hadits Tentang Shalat Berjamaah URL Source: https://id.scribd.com/document/892796860/Modul-Ajar-Kelas-3-Bab-6-Membaca-Hadits-Tentang-Shalat-Berjamaah Markdown Content: Opens in a new window Opens an external website Opens an external website in a new window This website utilizes technologies such as cookies to enable essential site functionality, as well as for performance cookies, personalization, and targeted advertising. To learn more, view the following link: [Privacy Policy](https://support.scribd.com/hc/articles/210129366-Privacy-policy) Your Privacy Choices Skip to main content [Open navigation menu](https://id.scribd.com/document/892796860/Modul-Ajar-Kelas-3-Bab-6-Membaca-Hadits-Tentang-Shalat-Berjamaah#sidebar)[](https://id.scribd.com/) Close suggestions Search Search en Change Language, English [Upload](https://id.scribd.com/upload-document) Sign in Sign in [Download free for 30 days](https://www.scribd.com/oauth/signup?doc_id=892796860) # Modul Pembelajaran Hadits Shalat Berjamaah 0 ratings 0% found this document useful (0 votes) 78 views 10 pages AI-enhanced title and description Modul ajar ini disusun untuk pembelajaran Pendidikan Agama Islam dan Budi Pekerti di SD Negeri Cikuda 03, dengan fokus pada membaca hadits tentang shalat berjamaah. Peserta didik diharapkan … Full description ## Uploaded by [TITIK DEWI JAYANTI](https://www.scribd.com/user/659069730/TITIK-DEWI-JAYANTI) Download You are on page 1 10 SEKOLAH DASAR ( SD ) N a m a P e n y u s u n:D A H L I A R O S, S.A G T a h u n P e n y u s u n a n:2 0 2 4 N a m a S e k o l a h:S D N e g e r i C i k u d a 0 3 M a t a P e l a j a r a n:P e n d i d i k a n A g a m a I s l a m d a n B u d i P e k e r t i Fa se/K el as/S em es te r:Fa se B/Ke la s II I/Se me st er 2 Modul Ajar Kurikulum Mardeka Tema :Membaca Hadits Tentang Shalat Berjamaah  ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=892796860) INFORMASI UMUM A.ID EN TI TA S MO DU L P e n y u s u n: DAHLIA ROS,S.Ag I n s t a n s i:S D N e g e r i C i k u d a 0 3 T a h u n P e n y u s u n a n:2 0 2 4 J e n j a n g S e k o l a h:S e k o l a h D a s a r M a t a P e l a j a r a n:P e n d i d i k a n A g a m a I s l a m d a n B u d i P e k e r t i F a s e B K e l a s/S e m e s t e r:I I I ( T i g a ) ,2 ( G e n a p )B a b /T e m a: VI ( Enam ) Senangnya Belajar Hadits M a t e r i P o k o k:M e m b a c a H a d i t s T e n t a n g S h a l a t B e r j a m a a h A l o k a s i W a k t u:6 x 3 5 M e n i t B.KO MP ET EN SI A WA L a. Peserta didik diharapkan mampu melafalkan hadits tentang shalat berjamaah dengan tartil. b. Peserta didik dihar apkan mampu membaca hadits tentang shalat berjamaah dengan tartil C.PRO PIL P ELA JAR P ANC ASI LA  ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=892796860) Beriman Dan Bertakwa KepadaTuhan Yang Maha Esa,Berakhlak Mulia,Mandiri,Bernalar Kritis,Kreatif,Bergotong-Royong,Berkebinekaan Global D.SA RA NA PR AS AR AN A 1.Al Qu ranul Karii m , Buk u PAI Kurik ulum Mardek a Kel as II I , Buku P AI ya ng rel evan dengan materi tentang Hadits Shalat Berjamaah , papan tulis serta alat tulis lainnya 2.Pro yek tor,Sc ree n Pro yekt or, Spe ake r Akt if, Lap top, Med ia Pem bel aja ran Int era kti f( MS Office PPT/PPS, Video Pembelajaran , Video Sumber Belajar , Gambar /Poster dan Potongan Kartu E.TAR GET PES ERT A D IDI K Peserta didik Reguler/Tipikal F.MOD EL DAN ST RAT EGI PE MBE LAJ ARA N Model Pembeajaran : Problem Based Learning Metode Pembelajaran : Make a Match ,Number Head To Gether , Cooperative Learning, Card Sord , Picture and Picture, Picture Coment, V ideo Comment G.KO MP ON EN I NT I 1.TUJ UAN KEG IAT AN P EMB ELA JAR AN Tujuan Pembelajaran :Setelah menyaksikan video pembelajaran dan PPT/PPS peserta didik diharapkan mampu:a. Melaf alkan h adits t entang shalat berjam aah deng an tar til.b. Membac ahadit s tent ang sha lat be rjama ah denga n tart il 1.PE MA HA MA N BE RM AK NA a)Membi asakan diri untuk senant iasa memba ca hadits Rasulu llah SAW b)Mem ili ki pen get ahua n ten tan g car a mem baca had its Ras ulu lla h SAW ten tan g materi hadits tentang shalat berjamaah. 2.PE RT AN YA AN PE MA NT IK Hadits adalah…..Hukum melaksanakan shalat berjamaah adalah….Shalat berjamaah dapat dilakukan sekurang -kurangntya….Pemimpin dalam shalat berjamaah disebut dengan Umat Islam yang mengikuti shalat berjamaah dibelakang imam disebut…Pahala shalat berjamaah bila dibandingkan shalat sendirian adalah…..lipat 3.KE GI AT AN PE MB EL AJ AR AN T a h a p P e r i n c i a n K e g i a t a n  ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=892796860) Pendahulu an Pada awal pembelajaran guru memberi salam dan menyapa p e s e r t a d i di k d e n g a n u c a pa n s e l a m a t e m b a l d a l a m pembelajaran Pendidikan Agama Islam dan Budi Pekerti Gur u menya pa sisw a dan mengko ndi sik an kelas aga r siap untuk belajar dan mencek kehadioran siswa Guru meminta ketua kelas memimpin untuk membaca sebelum belajar dengan tertib Guru embali siswa menyanyikan Lagu Indonesia Raya dalam rangka menanamkan nilai –nilai nasionalisme Guru menyampaikan tujuan pembelajaran yang ingin dicapai dalam “ Membaca hadits tentang shalat berjamaah Guru memberikan Assesmen Diagognostik tentang “ Membaca had its ten tan g sha lat ber jam aah mel alu i PPS/PP T ata u Google Form I n t i G u r u m e l a k u k a n a p e r s e p s i d e n g a n m e m i n t a p e s e r t a d i d i k unt uk mem baca dan men ela ah mat eri te nta ng “ Membaca hadits tentang shalat berjamaah ” “pada buku siswa.Peserta didik mengamati tayangan video pembelajaran tentang Me mb aca ha di ts te nt an g sh al at be rj am aa h pada scr een proyektor Me la lu i pe mb el aj ar an Sn ow bal l Th or ow in g pes er ta di di k menjawab pertanyaan berupa kuis yang telah disiapkan pada Mic ros of Off ice PPT/PP T den gan tek nis pese rta did ik yang di tu nj uk me ng li k al te rn at iv e ja wa ba n ya ng be na r pa da Mul tim edi a Soa l Int era kti f sec ara ber gant ian ( mak sim al 5 orang siswa )Gu ru me mb er ik an pe rt an yaa n te nt ang pe ma ha ma n aw al ten tan g mater i Membaca hadits tentang shalat berjamaah dengan contoh pertanyaaan : Apakah kalian telah menget ahui sumber hukum selain dari Al Qur’an yang menjelaskan tentang keutamaan shalat berjamaah??Pes ert a didik men jaw ab pert anya an guru ses uai den gan keadaan masing –masing. Kemudian guru memberi penjelasan t e n t a n g m a k s u d d a r i Me mb ac a ha di ts te nt an g sh al at berjamaah .Sa la h se or an g si sw a m em ba ca ha di t s t en t an g sh al at berjamaah dengan tartil. Dari tampilan bacaan tersebut peserta did ik dapa t ter mot iva si unt uk bel aja r mat eri hadi ts ten tan g shalat berjamaah Gu ru me la lu i ta ya ng an Vi de o at au Me di a Au di o Vi su al  ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=892796860) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=892796860) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=892796860) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=892796860) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=892796860) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=892796860) ## Share this document * [Share on Facebook, opens a new window](https://id.scribd.com/document/892796860/Modul-Ajar-Kelas-3-Bab-6-Membaca-Hadits-Tentang-Shalat-Berjamaah#) * [Share on LinkedIn, opens a new window](https://id.scribd.com/document/892796860/Modul-Ajar-Kelas-3-Bab-6-Membaca-Hadits-Tentang-Shalat-Berjamaah#) * [Share with Email, opens mail client](mailto:?subject=Read%20Modul%20Ajar%20Kelas%203%20Bab%206%20Membaca%20Hadits%20Tentang%20Shalat%20Berjamaah%20on%20Scribd&body=I%E2%80%99m%20reading%20Modul%20Ajar%20Kelas%203%20Bab%206%20Membaca%20Hadits%20Tentang%20Shalat%20Berjamaah%20on%20Scribd:%20https%3A%2F%2Fwww.scribd.com%2Fdocument%2F892796860%2FModul-Ajar-Kelas-3-Bab-6-Membaca-Hadits-Tentang-Shalat-Berjamaah) * Copy link [Millions of documents at your fingertips, ad-free Subscribe with a free trial](https://www.scribd.com/oauth/signup?doc_id=892796860) ad ## Footer menu [Back to top](https://id.scribd.com/document/892796860/Modul-Ajar-Kelas-3-Bab-6-Membaca-Hadits-Tentang-Shalat-Berjamaah#global_header) ## About * [About Scribd, Inc.](https://www.scribdinc.com/about) * [Slideshare](https://www.slideshare.net/) * [Join our team!](https://www.scribdinc.com/careers) * [Contact us](https://www.scribdinc.com/contact) ## Support * [Help / FAQ](http://support.scribd.com/hc/en-us) * [Accessibility](https://support.scribd.com/hc/en-us/articles/210129586-Accessibility-Notice) * [Purchase help](https://support.scribd.com/hc/en-us/sections/202246306) * [AdChoices](https://support.scribd.com/hc/en-us/articles/210129366) ## Legal * [Terms](https://support.scribd.com/hc/en-us/articles/210129326-General-Terms-of-Use) * [Privacy](https://www.scribd.com/privacy) * [Copyright](https://support.scribd.com/hc/en-us/sections/202246086) * Your Privacy Choices ## Social * [Instagram Instagram](https://www.instagram.com/scribd/) * [Facebook Facebook](https://www.facebook.com/Scribd/) * [Pinterest Pinterest](https://www.pinterest.com/scribd/) ## Get our free apps * [](https://apps.apple.com/us/app/6448807714?mt=8&pt=298534) * [](https://play.google.com/store/apps/details?id=com.scribd.app.reader0.docs) ## About * [About Scribd, Inc.](https://www.scribdinc.com/about) * [Slideshare](https://www.slideshare.net/) * [Join our team!](https://www.scribdinc.com/careers) * [Contact us](https://www.scribdinc.com/contact) ## Legal * [Terms](https://support.scribd.com/hc/en-us/articles/210129326-General-Terms-of-Use) * [Privacy](https://www.scribd.com/privacy) * [Copyright](https://support.scribd.com/hc/en-us/sections/202246086) * Your Privacy Choices ## Support * [Help / FAQ](http://support.scribd.com/hc/en-us) * [Accessibility](https://support.scribd.com/hc/en-us/articles/210129586-Accessibility-Notice) * [Purchase help](https://support.scribd.com/hc/en-us/sections/202246306) * [AdChoices](https://support.scribd.com/hc/en-us/articles/210129366) ## Social * [Instagram Instagram](https://www.instagram.com/scribd/) * [Facebook Facebook](https://www.facebook.com/Scribd/) * [Pinterest Pinterest](https://www.pinterest.com/scribd/) ## Get our free apps * [](https://apps.apple.com/us/app/6448807714?mt=8&pt=298534) * [](https://play.google.com/store/apps/details?id=com.scribd.app.reader0.docs) * [Documents](https://id.scribd.com/docs) Language: English Copyright © 2026 Scribd Inc. 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Title: Teknik Menghafal Hadits dengan Mudah URL Source: https://darulabroribs.sch.id/teknik-menghafal-hadits-dengan-mudah/ Published Time: 2024-01-09T23:08:00+00:00 Markdown Content:  ## Pendahuluan Dalam agama Islam, hadits memiliki peran penting sebagai sumber hukum dan pedoman bagi umat Muslim. Oleh karena itu, menghafal hadits menjadi tujuan bagi banyak orang, terutama para santri di lingkungan Darul Abror IBS. Artikel ini akan membahas teknik-teknik yang dapat membantu dalam menghafal hadits dengan mudah. ## Metode Menghafal Hadits ### 1. Membaca Hadits dengan Tertib Pertama-tama, penting untuk membaca hadits dengan tertib dan berfokus. Menghafal hadits tidak hanya melibatkan mengingat kata-kata, tetapi juga memahami konteks dan makna hadits tersebut. Sebagai seorang santri di Darul Abror IBS, penting untuk meluangkan waktu untuk membaca hadits secara teratur dan dengan khusyuk. ### 2. Repetisi Metode repetisi atau pengulangan merupakan teknik yang efektif dalam menghafal hadits. Dengan mengulang-ulang hadits secara berkala, kita dapat memperkuat ingatan dan mempercepat proses penghafalan. Sebaiknya kita membuat jadwal rutin untuk mengulang hadits-hadits yang telah kita hafal sebelumnya. Misalnya, kita dapat mengulang hadits setiap pagi setelah sholat subuh atau sebelum tidur malam. ### 3. Membagi Hadits menjadi Bagian-Bagian Membagi hadits menjadi bagian-bagian yang lebih kecil juga dapat membantu dalam menghafal. Dengan memfokuskan diri pada setiap bagian, penghafalan akan menjadi lebih mudah dan teratur. Sebagai contoh, jika hadits terdiri dari beberapa kalimat, kita dapat membaginya menjadi frasa-frasa pendek dan menghafalnya satu per satu. Hal ini akan membantu kita untuk mengingat hadits secara keseluruhan dengan lebih baik. ### 4. Menggunakan Media Visual Selain menggunakan metode pengulangan dan membagi hadits menjadi bagian-bagian, kita juga dapat menggunakan media visual untuk membantu menghafal. Misalnya, kita dapat membuat catatan dengan menggambar ilustrasi atau membuat peta konsep yang menggambarkan hubungan antara kata-kata dalam hadits. Dengan melihat visualisasi tersebut, kita dapat lebih mudah mengingat dan memahami hadits. ## Q&A tentang Menghafal Hadits ### Q: Apa manfaat menghafal hadits? A: Menghafal hadits dapat membantu dalam memahami ajaran Islam secara lebih dalam, menguatkan iman, dan menjadi pedoman dalam kehidupan sehari-hari. Dengan menghafal hadits, kita dapat memperoleh kebijaksanaan dan petunjuk dalam menghadapi berbagai situasi dalam kehidupan. ### Q: Bagaimana cara menghafal hadits dengan cepat? A: Beberapa cara yang dapat membantu menghafal hadits dengan cepat antara lain adalah menggunakan metode repetisi, membagi hadits menjadi bagian-bagian, dan membaca hadits dengan tertib. Selain itu, kita juga dapat memanfaatkan media visual seperti gambar atau peta konsep untuk memperkuat ingatan. ### Q: Apakah ada teknik lain yang dapat digunakan untuk menghafal hadits? A: Selain teknik yang telah disebutkan di atas, ada beberapa teknik lain yang dapat digunakan untuk menghafal hadits. Misalnya, kita dapat mengaitkan hadits dengan pengalaman pribadi. Setiap individu mungkin memiliki teknik yang lebih efektif untuk menghafal hadits, jadi penting untuk mencoba berbagai metode dan menemukan yang paling cocok. ## Kesimpulan Menghafal hadits merupakan bagian penting dalam pengembangan diri sebagai seorang Muslim. Dengan menerapkan teknik-teknik yang telah dibahas di atas, diharapkan para santri di lingkungan Darul Abror IBS dapat memperoleh kemudahan dalam menghafal hadits. Menghafal hadits tidak hanya membantu dalam memperkuat iman dan memahami ajaran Islam, tetapi juga membentuk karakter dan perilaku yang baik. Semoga artikel ini bermanfaat bagi pembaca dan memberikan motivasi untuk terus meningkatkan kemampuan menghafal hadits.

Title: RPP Qurdis Kelas III PDF URL Source: https://id.scribd.com/document/561033515/RPP-Qurdis-Kelas-III-PDF Published Time: Wed, 10 Sep 2025 21:05:01 GMT Markdown Content: Opens in a new window Opens an external website Opens an external website in a new window This website utilizes technologies such as cookies to enable essential site functionality, as well as for performance cookies, personalization, and targeted advertising. To learn more, view the following link: [Privacy Policy](https://support.scribd.com/hc/articles/210129366-Privacy-policy) Your Privacy Choices Skip to main content [Open navigation menu](https://id.scribd.com/document/561033515/RPP-Qurdis-Kelas-III-PDF#sidebar)[](https://id.scribd.com/) Close suggestions Search Search en Change Language, English [Upload](https://id.scribd.com/upload-document) Sign in Sign in [Download free for 30 days](https://www.scribd.com/oauth/signup?doc_id=561033515) # Menghafal Hadits Salat Berjamaah 0 ratings 0% found this document useful (0 votes) 29 views 72 pages AI-enhanced title and description Rencana Pelaksanaan Pembelajaran (RPP) ini membahas pelajaran Qur'an Hadis di kelas III semester 1 tentang keutamaan shalat berjamaah. Materi pembelajaran meliputi membaca hadis, menerjemahk… Full description ## Uploaded by [Ilham Rangkuti](https://www.scribd.com/user/596396445/Ilham-Rangkuti) Download You are on page 1 72 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan : MI Kelas / Semester : III (Tiga) / 1 Mata Pelajaran : Qur'an Hadis Pembelajaran : 1 Alokasi Waktu : 4 JP (8 x 35) Hari, Tanggal : .............................. 2016 A. KOMPETENSI INTI (KI) KI 1 Menerima dan menjalankan ajaran yang dianutnya KI 2 Menunjukkan perilaku jujur, disiplin, tanggung jawab, santun, peduli, dan percaya diri dalam berinteraksi dengan keluarga, teman, guru dan tetangganya KI 3 Memahami pengetahuan faktual dengan cara mengamati [mendengar, melihat, membaca] dan menanya berdasarkan rasa ingin tahu tentang dirinya, makhluk ciptaan Tuhan dan kegiatannya, dan bendabenda yang dijumpainya di rumah dan di sekolah KI 4 Menyajikan pengetahuan faktual dalam bahasa yang jelas, sistematis dan logis, dalam karya yang estetis, dalam gerakan yang mencerminkan anak sehat, dan dalam tindakan yang mencerminkan perilaku anak beriman dan berakhlak mulia B. KOMPETENSI DASAR (KD) 1.3 Meyakini bahwa salat berjamaah lebih utama daripada salat sendirian 2.1 Terbiasa melakukan salat berjamaah 3.1 Mengetahui arti hadits tentang salat berjamaah riwayat Bukhari, Muslim, Tirmizi, Nasai, Ibnu Majah, dan Ahmad dari Ibnu Umar 3.2 Memahami isi kandungan hadits tentang salat berjamaah riwayat Bukhari, Muslim, Turmuzi, Nasai, Ibnu Majah, dan Ahmad dari Ibnu Umar 4.3 Menghafalkan hadits tentang salat berjamaah riwayat Bukhari, Muslim, Tirmizi, Nasai, Ibnu Majah, dan Ahmad dari Ibnu Umar C. INDIKATOR PENCAPAIAN KOMPETENSI 2.1.1 Terbiasa hidup disiplin 3.1.1 Menjelaskan kandungan hadits keutamaan shalat berjamaah secara sederhana 4.3.1 Membaca hadits tentang shalat berjamaah secara berututan dengan benar dan fasih 4.3.1 Menghafal hadits tentang shalat berjamaah D. TUJUAN PEMBELAJARAN Setelah proses mengamati, menanyakan, mencoba, mengasosiasikan dan mengkomunikasikan pembela jaran, siswa dapat membac a hadits tetang shalat berjam aah dengan benar dan fasih, mengartikan, menjelaskan kandungan hadits tentang persaudaraan dan menghafal hadits tenang shalat berjamaah. ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) E. MATERI PEMBELAJARAN Ayo Belajar! 1. Membaca Hadits Keutamaan Shalat Berjamaah (buku siswa, halaman 2-5) Cermati hadits Nabi Muhammad saw. di bawah ini: Diriwayatkan dari Abdullah bin Umar sesungguhnya Rosulullah saw bersabda : Artinya : Shalat berjamaah lebih utama dari shalat sendirian dengan dua puluh tujuh derajat. (HR. Bukhari, Muslim, Tirmidzi, Nasa’i, dan Ibnu Majah). Ayo Berlatih! Ayo anak-anak, ikuti apa yang dibaca oleh gurumu tentang hadits di atas, agar kalian mampu melafalkan hadits dengan baik dan benar. Baca secara berulangulang, mulai dari bersama-sama, kemudian sendiri-sendiri. Sehingga dengan sendirinya akan hafal tentang hadist sholat berjamaa h. Coba membaca hadits secara bertahap Coba bacalah secara keseluruhan Amati gambar di bawah ini Anak-anak silahkan ceritakan/ beri tanggapan/ pertanyaan pada gambar atas, seperti di bawah ini : Kenapa naik sepeda jatuh ? Coba kalian tulis pertanyaan/tanggapan di bawah ini : Kenapa naik sepeda jatuh ? ................................................................................................................................................. .................................................................................................................................................  ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) 2. Ayo Menerjemahkan/mengartikan Hadits Keutamaan Shalat Berjamaah (buku siswa, halaman 6-8 Amati hadits ini Artinya : Shalat berjamaah lebih utama dari shalat sendiri dengan 27 derajat Ayo Bertanya ! Anak-anak silahkan ceritakan/beri tanggapan/pertanyaan dari gambar di atas, seperti di bawah ini : Mengapa sholat jamaah lebih utama 27 derajat dari pada sholat sendirian? Coba kalian tulis pertanyaan/tanggapan di bawah ini : ................................................................................................................................................. ................................................................................................................................................. ................................................................................................................................................. ................................................................................................................................................. Ayo Belajar ! Terjemahkan potongan hadits di dalam tabel di bawah ini  ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) Terjemah kan hadits di bawah ini : Artinya : ................................................................................................................................................. ................................................................................................................................................. 3. Memahami Kandungan Hadist Keutamaan Shalat Berjamaah (buku siswa, halaman 8-10) Mengamati gambar Anak-anak silahkan ceritakan/beri tanggapan/pertanyaan dari gambar di atas, seperti di bawah ini : Apa hikmah dan manfaat shalat berjamaah ? Coba kalian tulis pertanyaan/tanggapan di bawah ini : ................................................................................................................................................. ................................................................................................................................................. ................................................................................................................................................. ................................................................................................................................................. Ayo Belajar ! Hadits di atas menerangkan tentang keutamaan shalat berjamaah. Fairuz adalah anak yang rajin, yang selalu sholat jamaah lima waktu. Suatu hari badannya agak demam, ibunya berkata kepadanya, “ Nak.. hari ini tidak usah ke masjid dahulu, nanti setelah benar-benar sembuh Fairuz boleh ke masjid lagi ” . “Iya Bu….. Fairuz tidak mau ketinggalan sholat berjamaah. Sholat berjamaah pahalanya dua puluh tujuh kali lipat bila dibandingkan dengan sholat sendirian. Fairuz mau ke Masjid dulu ya, bu…. Insya Allah Fairuz cepat sembuh”. Nah, apa sebabnya Fairuz tidak mau ketingga lan sholat berjama ah? Sebab dia mengetahui bahwa sholat berjamaah lebih utama dari sholat sendirian. Rasulullah menganjurkan kita untuk selalu sholat berjamaah. Dengan berjamaah kita dapat bersilaturrohim dengan sesama tetangga, sesama teman dan bahkan dengan siapa saja. Dengan sholat berjamaah kita dapat bercengkrama, saling bertukar pikiran dan pendapat, membicarakan kebaikan ummat dan bahkan kita bisa mengetahui keadaan teman-teman atau tetangga yang kebetulan ada yang sakit. Sholat berjamaah banyak sekali manfaatnya, karena Rasulullah sangat menganjurkan ummatnya untuk melakukan sholat secara berjamaah. Karena Rasulullah selama hidupnya tidak pernah meningg alkan sholat berjama ah. Sholat berjam aah dapat dilakuka n di masjid dan di rumah. Dilakukan di masjid jauh lebih baik. Sholat berjamaah dilakukan paling sedikit oleh dua orang, imam dan makmum, dan hukumnya sunnah muakad, yaitu sunnah yang dianjurkan (dikuatkan).  ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) ad[Download to read ad-free](https://www.scribd.com/oauth/signup?behavior_tag=download&doc_id=561033515) ad[Download to 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Title: 73 URL Source: https://community.pdtii.org/index.php/cm/article/download/145/73 Number of Pages: 23 Markdown Content: COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org 242 Juli Julaiha P, Sri Ulfa Rahayu Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Journal website: https://community.pdtii.org Vol. 5, No. 1, (20 26) E-ISSN : 2964-5557 DOI: https://doi.org/10.61166/community.v5i1.145 pp. 242-264 Article # Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh) Juli Julaiha P 1, Sri Ulfa Rahayu 2 1. State Islamic University of North Sumatra , Indonesia; julaihapulungan@uinsu.ac.id 2. State Islamic University of North Sumatra, Indonesia; sriulfarahayu@uinsu.ac.id Copyright © 2026 by Authors, Published by Community Journal. This is an open access article under the CC BY License (https://creativecommons.org/licenses/by/4.0). Received : February 12, 2026 Revised : March 30, 2026 Accepted : April 20, 2026 Available online : May 07, 2026 How to Cite : Juli Julaiha P, & Sri Ulfa Rahayu. (2026). Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh). Community: Jurnal Hasil Penelitian Dan Pengabdian Masyarakat , 5(1), 242 –264. https://doi.org/10.61166/community.v5i1.145 Abstract. The existence of inkarsunnah makes the preservation of the Hadith of the Prophet SAW very necessary. Among them is the Muhafazoh Method strategy 5.5. This method was applied, among others, by the participants of the Hifzilhadis branch of the North Sumatra Province delegation in the National Tilawatil Quran and Hadith Selection (STQH) event. The Muhafazoh method strategy 5.5, namely the first 5 are intention, al -qiraat, fahmul hadith, tikrar, tahdif and targhib. Furthermore, the COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 243 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh second 5 are studying to a hadith expert teacher, notes and pens of various colors as markers, sound recordings, locations, and memorization of Hadith. This study uses a qualitative method with a phenomenological approach to analyze the experiences of part icipants in mastering hadith memorization, including challenges, adaptation strategies, and their impact on memorization success. The results of the study show that the Muhafazoh method strategy 5.5 has been practiced well by participants in memorizing had ith, especially in terms of accuracy and fluency, one of which is this technique using audio media to correct the reading. Thus, the Muhafazoh method strategy 5.5 can be used as an applicable learning model for memorizing hadith, especially in preparation for national level competitions and general learning Key Words : Hadith, Musabaqoh, Muhafazoh, STQH. INTRODUCTION Efforts to study the Hadith in greater depth are motivated by issues developing in society, such as the issue of Inkarussunnah (the Sunni-Shia) and the polemic between Ahlussunnah and Shia. Recently, there has also been a viral case on social media whose study focused on the Hadith of the Prophet Muhammad. Differences of opinion among preachers in this country have led their followers to form separate blocs and even feared divisions, regardless of which opinion is most widely followed. However, the important emphasis here is that the study of Hadith is becoming increasingly active and absolutely necessary in Indonesia so that all elements can be united with knowledge and a good and correct understanding of the Hadith of the Prophet Muhammad (peace be upon him) within the framework of ummah unity. It has become a habit for Hadith scholars in the past to make long trips to various regions to visit the residences of Hadith transmitters in order to obtain Hadiths and then compile the Hadiths of the Prophet Muhammad. This is an effort to maintain and maintain its sustainability until the end of time 1. In the sixth century, the first Hadith Madrasah was established on the initiative of Nuruddin Mahmud bin Abu Sa`id in 569 H, whose name was later immortalized by establishing a Madrasah in Damascus called Madrasah an-Nuriyah. Decades later in Cairo, a Hadith Madrasah was also established on the initiative of the ruler Kamil Nashiruddin, its inauguration was carried out in 622 H. Abu Khattab bin Dahyat was the first teacher there. Four years later, in Damascus, another Madrasah Al-Asyrafiyah was established in 626 H. Its first teacher was Abu Amr bin Salah. Imam Nawawi also taught at the school. 2 In Indonesia, it can be said that the study of Hadith is still in its infancy. This is reflected in the small number of scholarly works, Hadith literature, and experts > 1 Juli Julaiha, Al -Hadis (Sukabumi: Haura Utama, 2022). > 2 Subhi Salih, Membahas Ilmu -Ilmu Hadis (Jakarta: Pustaka Firdaus, 2017). COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 244 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh specialized in Hadith studies, which have emerged in Indonesia, compared to scholars of the Quran and other Islamic disciplines. 3 The study of Hadith remains underdeveloped compared to other Islamic sciences such as tafsir, fiqh, and Sufism. This is evidenced by the limited number of Hadith scholars in Indonesia and the paucity of literature devoted to it. Therefore, it seems that Hadith is a neglected field of study in Indonesia, despite its global Muslim population. Underdeveloped does not mean non-existent. Despite this lack of scholarship, several books on Hadith are still available in Indonesia, such as the book "Hadith Musamma Syifa al-Qulub" written in 1779 by the Acehnese scholar Sheikh Abdullah. Several other works have recently emerged, including "Twenty Hadiths," "Practical Science of Hadith," and "Principles of Musthalah Hadith" by Ali Hasan Ahmad; "Legal Hadiths," and "History of the Development of Hadith" by Hasbi Ash-Shiddieqy; and "Science of Hadith" by Abdul Qadir Hassan. 4 Since 2019, as a safeguard and propagation effort, Hadith has been included as one of the competitions in the STQ (Quran Recitation Selection). STQ has now been expanded to STQH (Quran and Hadith Recitation Selection). STQH is expected to be a platform that re-invigorates the habit of memorizing the Quran and Hadith among students. Specifically for Hadith, this event holds a Hadith memorization competition called Musabaqoh Hifzilhadis, which consists of memorizing 100 Hadith, complete with sanad and matan (translations of the texts). Another competition, the Musabaqoh Hifzilhadis, is a competition for memorizing only 500 matan Hadith. Hadith is a narrated science that requires a rigorous and meticulous process. Muhaddis often traveled extensively, or rihlah, to collect Hadith and serve their teachers through mulazamah. They consulted expert teachers, discussed with them, and carefully selected Hadith, earning a diploma as proof of their scholarly authority. Each Hadith underwent rigorous scrutiny to ensure its authenticity and prevent forgery. 5 If there are conflicting hadiths, an analysis is conducted to find common ground. This process includes criticizing the sanad (chain of transmission) and matan (translation), as well as checking the circumstances of the narrators. 6 Once deemed acceptable, these narrations are then compiled into books of hadith, which serve as valuable guides for various aspects of life, such as legal istinbath (constitutional review), advice, history, literature, and biography. The study of hadith is not merely > 3Muhajirin, ‘Genealogi Ulama Hadis Nusantara’, Jurnal Holistic Al -Hadis 02, no. 01 (2016): 87 – > 104. 4Salih, Membahas Ilmu -Ilmu Hadis . > 5Hedhri Nadhiran, ‘KRITIK SANAD HADIS: Tela’ah Metodologis’, Jurnal Ilmu Agama : Mengkaji > Doktrin, Pemikiran, Dan Fenomena 15, no. 1 (2014): 1 –14. > 6Fitri Randia Ningsih, ‘Metode Praktis Takhrij Hadist’, Jurnal Ilmu Al -Qur’an, Tafsir Dan > Pemikiran Islam 4, no. 1 (2023). COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 245 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh about memorizing texts, but also about understanding the context and authenticity of the narrations, emphasizing the importance of thoroughness and dedication in preserving Islamic teachings through hadith. The extraordinary efforts of the Companions and Tabi'in (followers) in preserving the authenticity and continuity of the Hadith are remarkable. They not only wrote and memorized the Hadith, but also discussed and practiced them with great dedication. This process continued until the Hadith were finally compiled into a book, allowing us to enjoy the fruits of this knowledge. Without the persistent efforts of the Companions, Tabi'in, and scholars, it would be impossible for us to still know and read the authentic Hadith of the Prophet Muhammad (peace be upon him) after his death 1,400 years ago. The Companions and Tabi'in played a crucial role in ensuring that every Hadith narration they received and transmitted remained pure and error-free. 7 They rigorously verified each chain of narrators (sanad) and text (matan) of the Hadith to ensure its authenticity. They dedicated their time, energy, and even their lives to preserving this legacy of knowledge so it could be passed on to future generations. Therefore, it is crucial for us to continue our efforts to preserve the science of Hadith and safeguard its purity from falsification. One of the best ways to do this is by continuing the baton of Hadith memorizers. 8 This requires various efforts, not only memorizing Hadith texts but also understanding the context, studying the methodology of Hadith criticism, and applying scientific principles that have been passed down by our predecessors. In this way, we not only respect and appreciate the efforts of our friends, tabi'in and ulama, but more than that, we protect the teachings of the Prophet Muhammad. still alive in everyday life. This effort requires commitment and sincerity from every individual who loves the science of Hadith, because only by maintaining the authenticity and purity of Hadith, we can maintain the essential truth of Islamic teachings. The tradition of memorizing Hadith is a valuable heritage in Islam that has been going on since the time of the Prophet Muhammad SAW. Companions, tabi'in and ulama have long shown extraordinary dedication in maintaining the authenticity and continuity of Hadith by memorizing, studying and practicing them 9. In this modern era, this tradition continues to be preserved and even developed through various means and methods. Currently, the tradition of memorizing Hadith is not only practiced in formal educational institutions such as universities and schools, but is also increasingly encouraged through competitions. > 7Yuliani Liputo, Muhammad For Our Time : Terjemahan (Bandung: Mizan Pustaka, 2013). > 8Afif Maulana and Andris Nurita, ‘Pemikiran Abu Zahwu Tentang Peran Muhaddisin Dalam > Menjaga Otentisitas Hadis Pada Abad Ketiga Hijriah’, Kontemplasi: Jurnal Ilmu -Ilmu Ushuluddin 11, > no. 01 (2023). > 9Hasbi Ash Shiddiqie, Sejarah Pengantar Ilmu Hadis (Semarang: Pustaka Rizki Putra, 2009). COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 246 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh Hadith memorization competitions not only serve as an important means of propagating Islam but also have a significant positive impact on the development of Hadith studies in Indonesia. These competitions attract the interest of the younger generation to study and practice Islamic teachings more intensively. By participating in competitions, they are not only motivated to memorize Hadith but also to understand their context and content, and feel closer to the Prophet Muhammad (peace be upon him). The winners of the Hifzil Hadith competition in North Sumatra not only demonstrated exceptional memorization skills but also demonstrated discipline, dedication, and effective learning methods. This phenomenon is interesting to study further, particularly from the perspective of the educational methods applied to the Hadith memorization process. Given the challenges and complexities of memorizing long and varied Hadith texts, effective educational methods are key to the success of the memorizers. A phenomenological approach provides an appropriate framework for understanding the subjective experiences of Hifzil Hadith winners. By understanding how they internalize and practice hadith memorization methods, we can identify key factors contributing to their success. This research will explore the various methods used, from memory techniques and study routines to the role of the environment and social support. Specifically, this study aims to identify effective educational methods in educating Hadith memorizers in North Sumatra, understand the subjective experiences of Hifzil Hadith winners in the process of memorizing Hadith, find supporting and inhibiting factors in the process of memorizing Hadith, and provide practical recommendations for educators and educational institutions in improving the quality of Hadith learning. Despite numerous efforts, in-depth studies are still needed to determine effective and efficient methods for educating Hadith memorizers. Each memorizer has a different approach to memorizing, understanding, and applying Hadith in their daily lives. Therefore, research on methods for educating Hadith memorizers, particularly a study of the winners of the Hifzilhadis branch in North Sumatra, is highly relevant and important. This research is expected to provide more comprehensive insights into successful strategies, which can be adopted and adapted by other educational institutions to produce more qualified Hadith memorizers. METHOD This study uses a qualitative approach, focusing on the strategies employed by Hadith memorizers, particularly the winners of the Hifzilhadis branch in North Sumatra. The qualitative method involves data collection through in-depth COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 247 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh interviews, participant observation, and document analysis. 10 In-depth interviews will provide a deep understanding of stakeholders' perspectives and experiences related to education financing management. 11 Participatory observation will allow researchers to directly observe the program implementation process and interactions at the Islamic Senior High School. Document analysis will involve reviewing relevant documents such as financial reports, policies, and educational program plans. RESULT AND DISCUSSION Musabaqoh Hadith Nabi is a type of memorization and understanding competition and creating scientific works on Hadith. Musabaqoh memorization of Hadith is a competition for reciting Hadith by rote, either memorizing the complete text with sanad or just the text, which includes aspects of accuracy, fluency of memorization, fluency of reading, knowledge and etiquette of reading, and explanation of Hadith according to the specified guidelines. Musabaqoh scientific writing of Hadith is a competition that emphasizes writing skills by exploring the contents of Hadith. 12 The competition material consists of hadiths from the polemics, specifically those in the Jami` Sahih Al-Bukhari and Sahih Muslim books. From thousands of hadiths, 500 hadiths will be selected without memorizing their sanads, and 100 hadiths with their sanads will be memorized in full. The memorized material will be provided no later than 6 months before the competition. The age limit for participants is 22 years, 11 months, and 29 days. 13 Based on the results of an interview with Salsabilah Hasibuan, the winner of 1st place/memorization of 500 Hadith biduni sanad female category at the 2021 National STQH regarding strategies for memorization, she stated that: “Memorizing in a gradual way and starting to memorize the Hadith (which became the maqro of the competition) was only when the annual Mtq was about to be held, although previously, in the first grade of Aliyah, I had planned to memorize 100 Hadith before graduating from Aliyah at that time, in preparation for the mtq it began with 3 stages, namely: the first stage by memorizing 200 Hadith first, 500 Hadith were done for the sub-district level, the second stage was memorizing 500 Hadith by prioritizing mutqin as many as 300 based on the advice of the supervisor, the third stage was memorizing 500 Hadith at the provincial level then up to the > 10 J. W Creswell, Research Design Pendekatan Kualitatif, Kuantitatif Dan Mixed , 3rd ed. > (Yogyakarta: Pustaka Pelajar, 2010). > 11 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, R&D (2017: Afabeta, 2017). > 12 Tim Penyusun, Buku Pedoman Musabaqoh Alquran Dan Hadis Tahun 2023 (Jakarta: > Direktoret Penais, Dirjen Bimas Islam, Kemenag RI, 2023). > 13 Penyusun. COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 248 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh National level and is still mutqin until now”. When he first memorized important points, he stated “The first thing at the beginning when guided by my teacher at the Islamic boarding school and the province and National level was the reading part, especially makharijul huruf and fashahah, then to the memorization and waqaf and mutqin . Then Salsabilah, who memorized the Hadith at the age of 17, also added regarding the time applied to the memorization process: “In the early stages of me starting to memorize Hadith, my mentor suggested memorizing at dawn by repeating and closing my eyes, then I added to it by bringing my memorization book wherever I went, for example to the canteen, mosque, class, and mosque and also memorizing at home. At that time I was really focused on memorizing Hadith even though sometimes I had to stop to study othe r subjects”. Meanwhile, regarding the duration of memorizing, he stated “Actually, I don't really pay attention to the clock when memorizing Hadith. Because usually I limit it to the size of prayer time. For example, memorizing from Dzuhur to Asr and so on, To repeat I try to do it at Maghrib, I don't really look at the time or clock because usually I will be engrossed in memorizing or repeating until I get tired before I stop”. Regarding the media used to facilitate memorization he stated: “There are several media that help me in memorizing hadith, for example: Highlighter, to mark the same sanad of Hadith. Notes for the meaning of words that I don't know. Cross-outs for some wrong words after being tashmi' by the mentor, as well as my own voice recordings in practicing pronunciation and intonation as well as waqf.” He detailed to avoid confusion in the memorization memory “To mark the same sanad, I use highlighters with different colors, for example a yellow highlighter for the sanad of Hadith narrated by Abu Hurairah, and a blue highlighter for the sanad of Hadith narrated by Aisha, and so on. I memorize all Hadith with the same sanad first. For example, of the 500 Hadith that I want to memorize, I mark the sanad from Abu Hurairah first, and after I have completely memorized it, I then move on to another Hadith. My teacher suggested memorizing 20 Hadith in a day by repeating it over and over. If I find it difficult to memorize, it is usually because I don't understand the meaning. So, I will find out the meaning to make the memorization process easier.” Next, the interview with the winner of the 2023 National STQH category for the male category, Muhammad Akhiruddin Nasution, who started memorizing Hadith at the age of 16, said about his method for memorizing Hadith, namely: “I actually had no desire to memorize Hadith. However, when I was in 9th grade of Tsanawiyah, I was appointed by my teacher to participate in the MTQ for 500 Hadith. Alhamdulillah, I won 3rd place in the 500 Hadith district level. 1 year passed, I was in 10th grade and I participated in the event again (with Maqro last year). I once felt bored and fed up because I had started struggling 4 months before the COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 249 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh event. I wanted to stop because I felt tired. But my teacher persuaded me not to give up because the purpose of memorizing Hadith 4 months before the event was to be mutqin and there were no obstacles. My teacher gave me a memorization method by making 1 book that had been bound into 5 chapters/juz, namely Hadith 1-100 is juz 1 and so on (the goal is for me to focus on each juz). Start memorizing Hadith 1-25 then mutqin it. If you have really mutqin then continue memorizing from Hadith 26-50 and so on. Alhamdulillah, I won 1st place and what I did not expect is that I got a Honda prize.” He then continued “After the district level was over, I was more active in reviewing the Hadith because I knew there were still many obstacles.” Regarding a specific schedule or time for memorizing, he answered: “There is (after Asr prayer), in other free time I also memorize. In a day it can be 5 hours, to review it is done every day (at night)” He also detailed “I make a schedule for memorizing, resting and playing with friends, in the morning I make time for 2 hours for murojaah, in the afternoon murojaah 1 hour and in the gaps of free time I ask for help from my family/friends to test the Hadith that I murojaah that I do every day until I reach 2nd place at the national level. Initially I may have thought that this was impossible, but if Allah has said it is possible, then it happens.Ketika ditanyakan tentang media pendukung dalam menghafal, "Initially, I first understood the meaning of the Hadith, and thankfully, I understood most of it. Then, I started memorizing it, including recording myself reading it on my phone and watching previous Hadith recitations on YouTube." Meilda Nazwa Hasibuan, 3rd Place Winner at the National STQH in 2023, who started memorizing Hadith at the age of 15, when asked about the things she did in the process of memorizing Hadith as follows: "When starting the process of memorizing Hadith, the first thing to do is pray first to ask for guidance and convenience from Allah SWT. After that, the next step is to pay attention and observe the mistakes that have been corrected previously. This is important so as not to repeat the same mistakes. Apart from that, I will also correct the lines and reading of the Hadith, ensuring that each word is pronounced correctly and in accordance with the correct makhraj and tajwid. Understanding the content of the Hadith is also carefully paid attention to, because understanding the meaning of the Hadith will make the memorization process easier. The teacher teaches using the method "Focus on observing and remembering. To make it easier to memorize wherever we are, what we have in mind is just memorizing and memorizing, even when working, we just imagine memorizing it. It's important to know the dzauq pronunciations carefully." Regarding the time and medium for memorization, he answered: "Memorizing the maqro' took about a month. There wasn't a specific time, as I memorized it whenever I had the time, for about an hour, and then repeated it once. I studied the Hadith very carefully to avoid errors or misinterpretations. To COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 250 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh help me memorize the hadith, I created many special codes, namely scribbles on the maqro'. " Winda Musfiah, the 2022 National Arbain Hadith Competition winner, memorized the Hadith at the age of 20. She recounted her memorization experience as follows: "I memorized the Maqro' in three months. I memorized them during my holidays. When memorizing, I usually spend one to two hours adding to the memorization review. Initially, I refined my intention and then followed it up with understanding the Hadith. God willing, I understand the Hadith I memorized. By understanding the meaning of the Hadith, my memorization is not inconsistent. To facilitate memorization, I use notes and books. My teacher's method is to memorize the Hadith with the same meaning, then submit them to him, and then take random tests." She emphasized that "The initial step is to focus on the goal. I repeat a Hadith every day, even if it doesn't increase my memorization. I use the books Arbain and Maqro' for the memorization competitions and Hadith memorization in class." Musfiah said that when asked about how she felt when memorizing the Hadith, it was very moving, she replied: "It felt like I was studying in the Prophet's halaqah ." Then Mhd. Akhirul Aman Dasopang, the first-place winner of the Faculty-level MTQ (Qualifying Recitation) at the State Islamic University of North Sumatra, Medan, explained the steps he takes in memorizing Hadith: “First, I strengthen my intention. If my intention is only to gain people's attention, my memorization usually lasts only a short time. Therefore, I try to strengthen my intention before beginning each memorization, with the intention being for Allah and His Messenger, even if it's through the MTQ. Second, I set limits, for example, I will only memorize 20 Hadith per day, no more or less except in emergencies, such as other obligations. Third, I choose a comfortable and quiet place and prepare writing materials such as pencils to mark specific passages. Fourth, I begin memorizing with a prayer, praying that the memorized text can be recalled whenever we want, three times. Fifth, I memorize by reading the Hadith text without closing my eyes repeatedly, for example, 10 times, depending on the difficulty of the Hadith being memorized. Then, I memorize it with my eyes closed. Repeat this until I'm fully memorized, and then move on to the next Hadith.” Regarding memorization techniques, Muhammad Akhiruddin Nasution, who won second place in the 2023 National 500 Hadith Matan competition, explained the technique he used to memorize Hadith during competitions to avoid errors in reciting Hadith: "By ensuring that your memorization is truly mutqin, meaning strong and solid. When your memorization is mutqin, the Hadith you read will be clearly recorded in your mind, including the text and its location in the book. To achieve this level of mutqin, you continuously repeat and check your memorization. This way, your COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 251 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh memory of the Hadith becomes very strong, so that when needed, you can recall it accurately and without error. This also helps reduce the possibility of errors in reciting or remembering Hadith in the future." Meanwhile, Winda Musfiah offered a trick: "Imagine the location of the memorized Hadith." Meilda, when asked the same question, replied, "Observe it very carefully 1 st place in the Hifzilhadis 500 Hadith without sanad category for women at the 2021 National STQH The winners of the Hifzilhadis 100 Branch and the Hifzilhadis 500 Branch in the 2024 National Level STQH Based on the interviews with several respondents above, they emphasized the importance of solidifying one's intention before commencing memorization. A sincere intention for Allah and His Messenger provides spiritual strength that greatly aids the memorization process. If the intention is simply to gain people's attention, COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 252 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh memorization usually lasts only a short time. Some respondents routinely recite Al-Fatihah before commencing memorization, and so on. Each person's spiritual experience is different; the bottom line is never to underestimate this intention stage, because everything begins with intention, and with intention, everything remains under control. Respondents use the method of repeatedly reading the Hadith text before memorizing, closing their eyes, which helps strengthen memory through repetition and visualization. Respondents also memorize and create specific codes, for example, for all Hadith with the same chain of transmission to facilitate memorization. This repetition is done at specific times, such as after the Maghrib prayer, until they are fully memorized before moving on to the next Hadith. If they find memorization difficult, respondents research the meaning of the Hadith to facilitate memorization. Respondents didn't strictly observe the clock when memorizing Hadith, but instead used prayer times as a boundary, such as memorizing from Dhuhr to Asr and repeating them at Maghrib. They often became so absorbed in memorizing that they felt exhausted, only to stop. They even continued to visualize their memorization during everyday leisure activities. The supervising teacher advised memorizing at dawn and suggested carrying a memorization book with them everywhere, helping respondents stay focused and consistent in memorizing Hadith, even though they sometimes had to interrupt memorization to study other subjects. If they were unable to memorize all of the Hadith, they divided their Hadith memorization into three stages during the competition: memorizing 200 Hadith at the sub-district level, memorizing 500 Hadith with a focus on 300 Hadith, based on the supervisor's advice, at the provincial level, and continuing to memorize 500 Hadith with a focus on mutqin (translation). To mark similar sanads, respondents used different colored highlighters, such as yellow for Abu Hurairah and blue for Aisha, which helped them memorize Hadith with similar sanads first before moving on to other Hadith. Overall, these interviews demonstrated that a systematic and structured approach, support from the supervising teacher, and a sincere and consistent intention significantly contributed to the Hadith memorization process. Specific strategies, such as using highlighters to mark sanads and repeating memorization at specific times, also played a significant role in the respondents' success in memorizing Hadith. Likewise, listening to the recorded sound of memorizing the Hadith was used by several respondents. Studying with a teacher who specializes in Hadith is an important step in properly studying Hadith. A competent teacher can provide a deep understanding of Hadith narrations and methods of critical transmission of the narrators (sanad) COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 253 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh and text (matan). Furthermore, notebooks or paper notes are very useful for jotting down teacher explanations and important references. 14 Recordings can also be an effective tool, allowing students to revisit the lesson at a later time. A supportive environment, such as a quiet and conducive environment, is also important for maximizing concentration and comprehension. Furthermore, memorizing the Quran provides a valuable foundation for memorizing and understanding Hadith, as many Hadith are directly related to Quranic verses. This combination makes the Hadith learning process more comprehensive and effective. Strategies for Educating Hadith Memorizers Writing and memorizing are two separate things, even those who memorized them still perfect their memorization in written form. Take Yahya Ibn Ma`in, for example, who said: "I wrote these 600,000 Hadith with my own hand." Or Amru bin Uqbah, who dictated 400,000 Hadith to his brother to write down. We cannot assume that these numbers are the only Hadith they obtained, because it could be more than that. Remembering that these hafiz were very selective and careful, of the hundreds of Hadith they wrote and memorized, only tens of thousands were narrated, and of tens of thousands of Hadith, only hundreds were narrated. The principle was to prioritize in-depth study, understanding, and recitation over increasing the number of narrations. 15 Abu Zur`at said, “I have memorized everything written in black and white in my house.” Similarly, Ash -Syu`abi once said, “I have memorized everything I have written down to this day and everything someone has told me.” Among these hafiz, there are those who memorize the Hadith using the method of memorizing the Hadith using writing, and after they have memorized it fluently, the writing is immediately erased. Among those who use this method are Abu Sufyan Thauri, Asim bin Dhamrah, and Khalid al-Hadza. There is a common saying that many people say, “The worst means of conveying knowledge is paper.” The Prophet himself, in teaching knowledge, he repeated it three times 16 . This was done so that the Companions could truly hear the sentence clearly and understand it. This is one method to facilitate memorization of the Prophet's Hadith, namely by reciting it slowly and then repeating it. Furthermore, in another narration, the Prophet Muhammad encouraged the Companions to repeat the memorization > 14 Dewi Murtasiah, ‘IMPLEMENTASI METODE RESITASI DALAM PEMBELAJARAN BIDANG STUDI > QUR’AN HADITS DI MADRASAH ALIYAH MA’ARIF ROUDHOTUT THOLIBIN METRO’ (SEKOLAH TINGGI > AGAMA ISLAM NEGERI JURAI SIWO METRO, 2017). > 15 Salih, Membahas Ilmu -Ilmu Hadis . > 16 Suhandi Suhandi, ‘Hadits Tentang Metode Pendidikan Dan Karakteristiknya’, Jurnal > Penelitian Tarbawi: Pendidikan Islam Dan Isu -Isu Sosial 7, no. 1(2022): 80 –91, > https://doi.org/10.37216/tarbawi.v7i1.512. COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 254 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh of the Quran, because this way, memorization would be maintained. Without repetition, memorization would be very easily lost. The Prophet said that it could be lost faster than a livestock being released from its leash. 17 , 18 . To cultivate students into individuals capable of memorizing Hadith, several steps must be formulated. This is based on the experiences of several respondents mentioned above who have memorized and successfully memorized hundreds of Hadith. They were winners in Hadith memorization competitions. Several interesting aspects of the Hadith memorizers' experiences during their memorization process are summarized below: First, intention. Intention is the answer for almost all of them. When intention is instilled, they will be able to memorize it. Second, support. The support of parents, friends, and teachers is also an important answer for almost all of these Hadith memorizers. Therefore, it can be said that external factors play a very important role in supporting the completion of Hadith memorization for a student of knowledge. Third, Understanding the meaning of Hadith. When the meaning of the memorized Hadith is known, memorizing it will become easier. In fact, knowing the meaning will automatically protect the maqlub, which means the eyes will be turned upside down and out of place. Fourth, Memorizing the Quran. This experience of memorizing the Quran is a valuable key to continuing to memorize Hadith. With previous experience memorizing the Quran, it will become a bridge to being able to memorize Hadith. Fifth, certain notes and codes on the maqro` sheets. Many memorizers have found that there are marks on the maqro` sheets, either in the form of colors or symbols. This makes it easier for them to memorize them. Sixth, scheduled repetition. Discipline in repetition is a crucial factor in ensuring that what has been memorized remains intact. Some of them, even though a year has passed since their initial memorization, still claim to have memorized the hadiths perfectly. The various strategies and techniques for memorizing Hadith applied by winners and participants of the STQH competition from various levels and years demonstrate dedication and diverse approaches. Salsabilah Hasibuan, the first-place winner in the 2021 National STQH women's category for Hadith memorization, developed a gradual strategy by memorizing a number of Hadith in three progressive stages, starting with the number of memorizations at the sub-district and provincial levels, and finally completing the entire number at the national level. This approach emphasizes prioritizing the quality of memorization, reinforced by the use of highlighters to mark similar sanads and a focus on understanding the meaning of the Hadith. > 17 Albukhari, Ensiklopedia Hadis Kutubusittah: Terj. Masyhari, Tatam Wijaya (Jakarta: Al Mahira, > 2016). 18 Al Bukhori, Jamil Sahih (Beirut: Dar Al Fikr, n.d.). COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 255 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh Meilda Nazwa Hasibuan, the third-place winner of the 2023 National STQH, highlighted the importance of strong intention and consistency in setting daily boundaries for memorization. Her systematic approach includes prayer as a starting point and effective use of time, including always carrying a book and constantly visualizing the memorization material wherever she is in her daily activities, such as the canteen, the mosque, and at home. This reflects a high commitment to achieving quality memory in memorizing Hadith. Furthermore, Muhammad Akhiruddin Nasution, the 2023 National STQH champion, added the element of continuous repetition to the memorization process. He emphasized the use of a gradual method with an emphasis on intention, daily limits, and choosing a conducive location. He also maximized the use of a recorder, recording his memorization and then listening to it again. He also emphasized the importance of achieving mutqin (skill) in memorization to ensure clarity and accuracy in remembering and conveying Hadith. The diverse approaches used by these champions not only demonstrate their commitment to memorizing Hadith but also reflect the importance of personalized strategies and adaptation to individual circumstances and needs in achieving optimal results in the MTQ competition. Interestingly, some of them stated that after memorizing the Hadith, they felt closer to the Prophet Muhammad (peace be upon him), as if they were studying/reciting the Quran directly from him. Others stated that by memorizing the Hadith, they felt more careful in guarding against sin, in order to preserve their memorization so they wouldn't forget it. This is because it is a belief among those who memorize it that "Knowledge is light, and light will not descend on a sinner." The level of difficulty is compared to the Quran. Some stated that memorizing the Hadith is easier than memorizing the Quran. Others argued that memorizing the Quran is easier, not because of the material itself, but because, as Muslims, the Quran has been heard more frequently since childhood. Everyone has their own opinion based on their own experiences. From the various responses from those who memorized the Hadith, the author analyzed and created steps that can be applied to memorizing the Hadith. This is called the "5.5 Strategy." The explanation is that the first 5 are primary factors and the second 5 are supporting factors. “Strategy 5.5” is as follows . The first 5 are as follows: 1). Intention, prayer, practice . Sincere intention because of Allah Ta`ala in deepening the words of the Prophet Muhammad. This intention must be clean and straight. This is an important first step before memorizing, so that the process is easy and simple. Sincerity in the sense of worship only hopes in Allah SWT. not to creatures by making the main hope is Allah's approval so that grace will descend and ultimately achieve success, happiness 19 . With intention, a person's > 19 Sulidar, Wawasan Pengamalan Al -Hadis (Medan: Manhajji, 2023). COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 256 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh spirit will appear in doing something, conversely, if there is no intention, work control will not be directed and organized. After the intention, then the effort is made, this intention is actually because of Allah ta`ala, because the intention must be something that is based on the intention and is of good substance. 20 . Purifying intentions for God can be practiced and strengthened by beginning with prayers, readings, or certain practices every day or before memorizing. Some prayers that can be practiced before beginning memorization include: # سنقرئك فال تنسى إال ماشاء هللا إنه على رجعه لقادير (7x) Or prayer makes it easier to speak # ح يل صدري ويسريل أمري واحلل عقدة من لساين يفقهوا قويل رب اشر Increase your prayers to the Prophet Muhammad (peace be upon him) to facilitate memorization of his words. If you experience difficulty in memorizing, increase your recitation of dhikr, istighfar , and shahada, then continue memorizing. This has been proven to restore concentration and facilitate memorization. 2) Al-Qiraat : Al-Qiraat involves students reciting their Hadith notes to their teacher. Therefore, before commencing memorization, ensure the letters and harakat are correct. This way, when the Hadith is ready to be memorized, the resulting memorization will not cause problems later due to errors in pronunciation or harakat. If errors occur, it will be difficult and time-consuming to correct the already memorized text. This is certainly detrimental. Therefore, it is important to ensure that all recitations are fully understood. To begin, repeat the recitation up to five times without taking your eyes off the book/ maqro `. Continue reading with focus until your tongue becomes accustomed to (familiar with) fluently reading each letter. Don't read quickly, but rather slowly and clearly so your memory can properly record each sentence. Once you've become fluent and repeatable in reading, the next step is to start memorizing by reducing the need to look at the maqro'. This continues until you can truly recite the Hadith without looking at the maqro' at all. It's important to have a Hadith book with notes and codes to mark the correct letters and vowels. Good recitation will impact the correct meaning. When commencing Hadith memorization, it's crucial to master the vowels and vowels, as this will impact the intended meaning of the Hadith. In memorizing Hadith, especially for competitions, the vowels and vowels are assessed separately. This is not as rigorous as the assessment for Quranic recitation or tartil. According to respondents, when initially guided by Islamic boarding school teachers, provincial, and national coaches, the first part is the recitation, specifically the > 20 Ramli Abdul Wahid, Hadis Tuntunan Dalam Berbagai Aspek Kehidupan (Medan: Perdana > Publishing, 2015). COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 257 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh vowels and vowels, followed by memorization, waqf, and the pronunciation of the words. Another technique used at this stage is repeated reading until the tongue becomes accustomed to pronouncing the sentences. Depending on the difficulty of the sentence structure, five repetitions are sufficient for easy readings, or ten repetitions for difficult ones. Once fluent, the reading stage begins, with occasional eye closure. This is the initial stage of memorizing the recitation. 3) Fahmulhadis : Write notes in the form of translations or explanations of the meaning of the Hadith on the sides of the maqro`, so they are easy and immediately found when memorizing the Hadith in question. Avoid separating the two notes, as they are prone to loss and also require time to search and match the Hadith. Notes can be codes created by the memorizer themselves. They can be marked with certain colors, or they can also be lines, arrows, circles, and so on. Each word of the Hadith of the Prophet certainly has its own message. Memorizing them will be difficult if you don't know the meaning of what is being memorized. Therefore, it is important to ensure that the student understands the meaning of the Hadith, the message it is intended to convey, and the word-for-word translation of the Hadith to be memorized. This greatly supports a strong memory in maintaining memorization, making it easier to detect errors when the text mentioned does not match sentence by sentence. Memorize Hadith by understanding the meaning of the Hadith. It's very useful when forgetting a sentence. It allows you to connect the Hadith more quickly because you've been helped by analyzing the meaning of the Hadith. Unlike those who simply memorize the text without understanding its meaning and translation, it's difficult for them to correct errors in the Hadith text. They rely solely on memory, without the aid of understanding the meaning and knowledge of the translation of the Hadith, which can detect any inconsistencies in the matan text. So, after revising the reading, write down notes on the Hadiths whose meanings you don't yet understand. Ask your teacher for their meanings, and provide translations for any sentences you don't understand. Once again, understanding the text to be memorized makes it easier for the memorizer. Respondents reported that when they experience difficulty memorizing, it may be due to a lack of understanding of its meaning. Therefore, it's important to first understand the meaning of the Hadith to facilitate the memorization process. 4). Targets . This includes increasing memorization and revising memorization. When memorizing, set a target for the number of Hadiths to be memorized each day and work towards it with discipline. Similarly, all respondents set achievement targets. They grouped the number of Hadiths into several stages and set daily targets. Setting these targets is important to maintain consistency. Set targets based on individual abilities and strive to consistently achieve them. This provides COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 258 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh structure and discipline in learning and helps maintain consistency. These limits can, of course, be adjusted in emergencies, such as when other needs arise. Some respondents set targets for 1-25, then mutqin them. Once they have truly mutqin, they continue memorizing Hadiths 26-50, and so on consistently. Once you've memorized the text, repeating it is crucial to ensure you don't forget it. This should be done by rereading the text 2-3 times, without looking away. The goal is to reinforce and confirm the accuracy of your memorization. قيد العلم بالكتابة - Tie knowledge with writing. Then, the text in the book is reread while comparing it with the text that has been stored in memory. If it is correct, the memorization does not need to be corrected. If there are still errors, the memorization is corrected and adjusted to the writing. After that, then repeat by reading based on memorization without the aid of looking at the book. This repetition should also be done at different levels of difficulty. Low treatment is reading the memorized Hadith sequentially, from the first to the last Hadith. If successful, continue with medium treatment, which is reading the memorized Hadith from the very last and then sequentially counting down to the first. Then, high treatment is doing random memorization, this can be done with the help of the teacher by giving questions in the form of excerpts from the Hadith text, then students complete the Hadith perfectly by reciting their memorization. 5). Rewards and motivation . If intention is the first step in starting an activity, then motivation is also necessary to strengthen the will that has already begun. Memorization must be done with a strong will. A strong will can emerge if there is a reward that serves as a strong motivation for prospective Hadith memorizers. This can of course be obtained from the memorizer themselves or from outside sources. Therefore, trainers must provide stimulus or convey what a person will gain from memorizing Hadith. Motivation for Hadith memorizers does not only have to be material objects, but can also take the form of immaterial results. Allah will enlighten and make radiant and beautiful the appearance of people who study, memorize Hadith and then convey them 21 . # حدثنا حممود بن غيالن حدثنا أبو داود أخربان عمر بن سليمان من ولد عمر بن اخلطاب # ج زيد بن اثبت من عند مروان قال مسعت عبد الرمحن بن أابن بن عثمان حيدث عن أبيه قال خر # نصف النهار قلنا ما بعث إليه هذه الساعة إال لشيئ سأله عنه فسألناه فقال نعم سألنا عن أشياء # مسعناه ا من رسول هللا صلى هللا عليه وسلم مسعت رسول هللا صلى هللا عليه وسلم يقول نضر هللا > 21 Sunan Tirmizi Tirmizi, Dar `Alamiyah Li Nasr Wa Tauzi`. (Mesir, 2008). COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 259 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh # امرأ مسع منا حديثا فحفظه حىت يبلغه غريه فرب حامل فقه إىل من هو أفقه منه ورب حامل فقه # ليس بفقيه Has told us Mahmud bin Ghailan told us Abu Dawud told us Umar bin Sulaiman from Umar bin Khattab's son he said I heard `Abdurrahman bin Aban bin `Usman told from his father from Zaid bin Thabit I heard Rasulullah saw. May Allah enlighten (beautify) the person who hears the Hadith from me then he memorizes it in another narration then he understands and memorizes it until then he conveys it to other people, sometimes people who carry religious knowledge convey it to people who understand better than him, and sometimes people who read religious knowledge do not understand it. This hadith can certainly be a spiritual motivation for those who memorize the Hadith of the Prophet Muhammad. and who then teaches it. Competitions. This is also a valid and permissible form of motivation, especially for teenagers. Prizes are often a powerful motivator for students, as they are often encouraged to memorize and retain information. Participating in local, national, and even international competitions has the potential to be a powerful motivator for students. Supporting Factors in the Hadith Memorization Process The second is supporting factors. In the process of memorizing the Hadith, researchers found various supporting factors that play a significant role in determining a person's success, namely: 1. Study with a teacher who is an expert in the field of Hadith. "Ask the experts if you do not know." (Q.S. Al-Anbiya: 7). Although Hadith is a subject studied by all Muslims, this does not mean that teaching Hadith can be learned from anyone. Because the science of Hadith is divided into narrations and dirayat. Hadith science has the scope of discussion of fahmul-Hadith, fiqh-Hadith, and syarh-Hadith. And Hadith science has a higher level of study: Syaz fil-Hadith, `ilal-Hadith, ta`wil ikhtilaf-Hadith, and so on. This is what is expected of a teacher who is takhossus al-Hadith. The study, training, and guidance of Hadith should be guided by a teacher who is takhossus Hadith. Because the breadth of Hadith studies is not exhaustive and cannot be written with the ink of ordinary people, it really takes time. ( طول الزمان ) to be able to understand the scientific study correctly and completely. 2. Multicolored notebooks and pens for marking. Practicing qiraah and fahmul hadith cannot be done without media. Therefore, a memorizer must have his own notebook, which can be carried anywhere, is comfortable, and is clear to read. The notebook should also have blank pages in between for placing notes so that the memorizer can understand the hadith and make any important notes that need to be recorded according to each memorizer's personal preferences. Using digital notebooks is highly discouraged due to battery limitations, flexibility in COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 260 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh creating codes and important notes, and the limited amount of time the eye can look at them due to radiation and other factors. 3. Audio recording. Maximizes the potential of the five senses, in addition to the eyes for reading. Can be assisted by the sense of hearing. Memorizers can recite their memorization by recording. The recording can be played while confirming its conformity and accuracy with the book/maqro`. This is very good for hearing intonation, harakat, makhraj letters, so that if it is for a competition, memorizers can assess their own memorization potential, assess deficiencies for improvement, and evaluate daily progress. It is highly recommended that the initial recording is not deleted to track the progress of memorization . 4. Location. A quiet location is certainly an essential resource. This is especially true if the memorization has a set time limit. Therefore, specific periods are needed to quarantine the memorizer of the Hadith for a certain period of time. Memorization requires a high level of focus, and a comfortable environment is essential for achieving this. The location for memorizing the Hadith should be close to a mosque or prayer room, as memorizing knowledge in a mosque provides a unique sense of serenity. The location should also be close to natural surroundings (greenery) to maintain eye health when tired and calm the mind after prolonged memorization. Looking at green trees is refreshing. 5. Memorizing the Quran. A survey of several respondents found that those who have memorized the Quran find it easier to memorize anything, especially the Hadith. This is because the experience gained while memorizing the Quran can be applied to memorizing Hadith. Although each text has its own unique difficulties, the basic principles of memorization are generally the same. What is applied to memorizing the Quran also applies to memorizing Hadith.Although not entirely the model when memorizing the Quran can be applied when memorizing the Hadith, because the level of difficulty is different. Several respondents stated that memorizing the Quran felt easier because the Quran, as the word of God, is constantly recited during prayer and often completed during Ramadan. It's played on murottal recordings at home, and played in mosques near the time of the call to prayer from childhood to the present day. Making Quranic verses familiar to us certainly makes memorizing them easier. This is different from Hadith, which are rarely heard, studied at higher levels of education, and whose translations are limited to understanding their meaning. Nevertheless, all respondents reported memorizing the Quran, even if only a small amount: 1 juz, some 3 juz, and some 5 juz. Memorizing the Quran improves intelligence and memory, making it easier to memorize other texts, including the Hadith of the Prophet Muhammad (peace be upon him). This study found that sincere intentions and strong determination play a significant role in successfully memorizing Hadith. Memorizers who consistently set COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 261 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh the intention to memorize for the love of Allah and His Messenger tend to achieve better and more consistent results. A sincere intention is the primary driving force that motivates them to continue their efforts, even when facing challenges and difficulties in the memorization process. Strong determination helps memorizers remain committed to their goals, enabling them to overcome obstacles and resist giving up easily. Setting daily limits on the number of Hadith memorized has also proven effective in maintaining focus and preventing mental fatigue. Dividing memorization goals into small, achievable chunks each day makes the memorization process more structured and manageable. This strategy allows memorizers to regularly track their progress, which in turn increases their sense of accomplishment and motivation to continue memorizing. Furthermore, a conducive learning environment plays a crucial role in the process of memorizing Hadith. A quiet space allows memorizers to fully concentrate without being distracted by noise or other activities, which significantly contributes to long-term memory retention. Social support from family, friends, and the community also provides additional motivation and encourages memorizers to continue progress. A systematic memorization method and guidance from an experienced teacher or mentor also play a crucial role in successfully memorizing Hadith. The combination of sincere intentions, strong determination, a structured learning strategy, a conducive environment, and support from others all play a crucial role in achieving maximum and more consistent results in memorizing Hadith. A structured repetition strategy is also key to this teaching process. Teachers employ a repetitive approach to reading the Hadith texts before commencing memorization. This approach involves systematic and continuous repetition of the text, which not only helps improve memory but also deepens understanding of the Hadith's content. Each time the Hadith text is reread, understanding and mastery of the text strengthen, allowing the memorizer to internalize its meaning more deeply. Using audio recordings for repeated listening and highlighting to mark similar sanads in hadith is also an effective technique for clarifying the relationship between sanads and the text of the hadith. By marking repeated sanads, the memorizer can easily identify and connect various narrations that share a similar transmission path. This simplifies the process of revision and review, as the memorizer can quickly see patterns and connections between narrations. This technique also helps reduce confusion that may arise from variations in the sanads. Therefore, instructors often incorporate question-and-answer sessions and discussions after the text recitation, aimed at strengthening understanding and ensuring that memorizers not only memorize mechanically but also understand the context and implications of the memorized hadith. Through these discussions, COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 262 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh instructors can provide additional explanations, answer questions, and clarify sections that may be difficult for the memorizer. Furthermore, implementing a strict and consistent repetition schedule is also an integral part of the teaching strategy. This schedule is designed to ensure that each memorized hadith is repeated periodically over a specific period. Consistent repetition helps strengthen long-term memory and ensures that memorized hadith are not easily forgotten. Instructors often use the spaced repetition technique, where the repetition interval is gradually increased, to optimize memory retention. Thus, a structured repetition strategy, the use of highlighters to mark the sanad (chain of narrators), Q&A and discussion sessions, and the implementation of a consistent repetition schedule all play a crucial role in ensuring the success of the Hadith memorization process. The combination of these techniques not only helps memorizers better retain the Hadith text but also ensures that they understand and can apply the meaning of the memorized Hadith in their daily lives. Equally important, the role of mentors in assisting and motivating Hadith memorizers has also proven to be significant. Mentors not only teach the technical aspects of Hadith memorization but also play a key role in providing emotional support that fosters motivation and consistency in the memorizers. They serve not only as instructors but also as role models and inspiration for the memorizers in the long and challenging learning process. The guidance provided by mentors covers a wide range of aspects, from concrete strategies for memorizing Hadith to developing a strong and persistent mental attitude. They help overcome obstacles that may arise during the memorization process, such as boredom or mental fatigue, by providing motivation and relevant advice. The emotional support provided by mentors not only boosts the memorizers' confidence but also strengthens the emotional bond between teacher and student, creating a mutually supportive and constructive learning environment 22 . Thus, this study not only provides an overview of practical techniques for memorizing Hadith but also highlights the importance of psychological and social aspects in Islamic religious education. The role of the supervising teacher is not only relevant to ensuring individual success in memorizing Hadith but also has broader implications for the development of future curricula and teaching methods. By understanding the crucial role of the supervising teacher in Islamic religious education, educational institutions can better design learning programs that support and inspire hadith memorizers to reach their full potential. > 22 Sugeng Sejati et al., ‘Dinamikas Psikologis Mahasiswa Penghafal Al -Qur ’ an Ditinjau Dari > Surat Faatir Ayat 32’, Jurnal Ilmiah Penelitian 2, no. 7 (2024): 1 –13. COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 263 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh CONCLUSION Based on a phenomenological study of the winners of the Hifzilhadis branch representing North Sumatra at the national level, it can be concluded that the method of educating Hadith memorizers involves various systematic and disciplined strategies. The winners demonstrated a high level of commitment in establishing intentions, managing time effectively, and utilizing continuous repetition techniques. The importance of understanding the meaning of Hadith was also a primary focus in their memorization process. Their success in achieving mutqin (comprehension) in Hadith memorization not only improved their performance in the competition but also had positive impacts on their daily lives, such as increased spiritual awareness and social interaction skills. Overall, the holistic and diverse approach applied by these winners provides valuable insights into developing effective and efficient methods for educating Hadith memorizers. REFERENCES Abu Dawud, (2015) Sunan Abu Dawud , Mesir: Dar Ghad Jadid. Abdulwaly, Cece. Rahasia Di Balik Hafalan Para Ulama . Jakarta Selatan: Laksana, 2019. Albukhari. Ensiklopedia Hadis Kutubusittah: Terj. Masyhari, Tatam Wijaya . Jakarta: Al Mahira, 2016. Bukhori, Al. Jamil Sahih . Beirut: Dar Al Fikr, n.d. Creswell, J. W. Research Design Pendekatan Kualitatif, Kuantitatif Dan Mixed . 3rd ed. Yogyakarta: Pustaka Pelajar, 2010. Julaiha, Juli. Al-Hadis . Sukabumi: Haura Utama, 2022. Liputo, Yuliani. Muhammad For Our Time : Terjemahan . Bandung: Mizan Pustaka, 2013. Maulana, Afif, and Andris Nurita. ‘Pemikiran Abu Zahwu Tentang Peran Muhaddisin Dalam Menjaga Otentisitas Hadis Pada Abad Ketiga Hijriah’. Kontemplasi: Jurnal Ilmu-Ilmu Ushuluddin 11, no. 01 (2023). Muhajirin. ‘Genealogi Ulama Hadis Nusantara’. Jurnal Holistic Al-Hadis 02, no. 01 (2016): 87 –104. Murtasiah, Dewi. ‘IMPLEMENTASI METODE RESITASI DALAM PEMBELAJARAN BIDANG STUDI QUR’AN HADITS DI MADRASAH ALIYAH MA’ARIF ROUDHOTUT THOLIBIN METRO’. SEKOLAH TINGGI AGAMA ISLAM NEGERI JURAI SIWO METRO, 2017. Nadhiran, Hedhri. ‘KRITIK SANAD HADIS: Tela’ah Metodologis’. Jurnal Ilmu Agama : Mengkaji Doktrin, Pemikiran, Dan Fenomena 15, no. 1 (2014): 1 –14. Ningsih, Fitri Randia. ‘Metode Praktis Takhrij Hadist’. Jurnal Ilmu Al-Qur’an, Tafsir Dan Pemikiran Islam 4, no. 1 (2023). COMMUNITY: Jurnal Hasil Penelitian dan Pengabdian Masyarakat > Vol. 5, No. 1, (2026); E-ISSN: 2964-5557; https://community.pdtii.org # 264 > Juli Julaiha P, Sri Ulfa Rahayu > Techniques For Memorizing Hadith Using The Muhafazoh Method Strategy 5.5 (Phenomenological Study Of The National Level Stqh Hadith Musabaqoh Penyusun, Tim. Buku Pedoman Musabaqoh Alquran Dan Hadis Tahun 2023 . Jakarta: Direktoret Penais, Dirjen Bimas Islam, Kemenag RI, 2023. Salih, Subhi. Membahas Ilmu-Ilmu Hadis . Jakarta: Pustaka Firdaus, 2017. Sejati, Sugeng, Nela Yusniarti, Amanda Rosa Amalia, and Timi Krismonia. ‘Dinamikas Psikologis Mahasiswa Penghafal Al- Qur ’ an Ditinjau Dari Surat Faatir Ayat 32’. Jurnal Ilmiah Penelitian 2, no. 7 (2024): 1 –13. Shiddiqie, Hasbi Ash. Sejarah Pengantar Ilmu Hadis . Semarang: Pustaka Rizki Putra, 2009. Sugiyono. Metode Penelitian Kuantitatif, Kualitatif, R&D . 2017: Afabeta, 2017. 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• Modul Pembelajaran Hadits Shalat Berjamaah | PDF — https://r.jina.ai/https://id.scribd.com/document/892796860/Modul-Ajar-Kelas-3-Bab-6-Membaca-Hadits-Tentang-Shalat-Berjamaah
• Teknik Menghafal Hadits dengan Mudah — https://r.jina.ai/https://darulabroribs.sch.id/teknik-menghafal-hadits-dengan-mudah/
• Peningkatan keterampilan menghafal hadits sholat berjamaah melalui model Cooperative Script siswa Kelas III MI Raden Rahmat Surabaya — https://r.jina.ai/http://digilib.uinsby.ac.id/42775/2/Miftahussaadah_D07216025.pdf
• Menghafal Hadits Salat Berjamaah | PDF — https://r.jina.ai/https://id.scribd.com/document/561033515/RPP-Qurdis-Kelas-III-PDF
• Techniques For Memorizing Hadith Using The Muhafazoh — https://r.jina.ai/https://community.pdtii.org/index.php/cm/article/download/145/73

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