At-Ta'lim: Jurnal Pendidikan 11.
, 2025, 1-8 Available at: https://ejournal.
id/index.
php/attalim The implementation of mnemonic learning method in enhancing retention of Ilmu Sorrof Mualim Wijaya1*.
Febriani Risqi Nur Setiyawati1.
Saleh Sawky Hassan Goda2 Universitas Nurul Jadid.
Indonesia Cairo University.
Egypt e-mail: mw@unuja.
*Corresponding Author.
Received: January 10, 2025.
Revised: January 15, 2025.
Accepted: January 30, 2025 Abstract: Ilmu Sorrof consists of numerous linguistic components, making it challenging for students to learn and understand.
This difficulty is further compounded when teachers rely solely on lecture and rote memorization methods, which often lead to student boredom and hinder comprehension and memorization of the material.
As a solution to these challenges in teaching Ilmu Sorrof, the mnemonic learning method offers a quick and effective approach to understanding and memorizing the subject.
This study aims to describe the implementation of the mnemonic learning method in improving the retention of Ilmu Sorrof.
The research employs a qualitative case study approach conducted in the 7th-grade language program at SMP Nurul Jadid Paiton Probolinggo.
Data collection techniques include observation, interviews, and documentation.
Data analysis is carried out through data collection, data condensation, and conclusion drawing.
The results show that the mnemonic learning method facilitates easier recall and comprehension in the teaching of Ilmu Sorrof.
Keywords: Mnemonic Learning.
Retention.
Sorrof How to Cite: Wijaya.
Setiyawati.
, & Goda.
The implementation of mnemonic learning method in enhancing retention of Ilmu Sorrof.
At-Ta'lim: Jurnal Pendidikan, 11.
, 1-8.
https://doi.
org/10.
55210/attalim.
Introduction In Indonesia.
Arabic language education still faces numerous challenges, particularly in teaching Ilmu Sorrof (Abdilah & Al Farisi, 2023.
Fadilah & Sulaikho, 2022.
Sungkar, 2019.
Tarigan & Zulkarnein, 2023.
Wahyuningsih, 2.
These challenges are highlighted by various studies.
For instance, a study by Khasanah .
discusses the management of Nahwu Shorof learning at Pondok Pesantren Apik Kesugihan, emphasizing the importance of effective teaching strategies and the role of teacher competence in improving student outcomes.
Another study by Najib .
at Pondok Pesantren Modern Al-Amanah Krian-Sidoarjo highlights the significant obstacles posed by time constraints and traditional teaching methods in delivering effective Ilmu Sorrof lessons.
Similarly.
Hawary .
) reports challenges in implementing the Tasrifan method in teaching Ilmu Sorrof at Pondok Pesantren Nurul Hidayah, particularly in terms of teaching methods and student engagement.
Ilmu Sorrof is a critical branch of Arabic studies that focuses on morphological changes in word forms within sentences to convey different meanings and functions (Hamdah, 2022.
Nujaima & Kurniawan, 2024.
Rini et al.
, 2024.
Roviin, 2.
However, many students lack the motivation to learn and master Ilmu Sorrof effectively.
This remains a major obstacle that significantly impacts their learning outcomes (Hardiyanti, 2019.
Juryatina & Amrin, 2021.
Maghfira, n.
Negoro et al.
, 2022.
Yunisa, 2.
To address this issue, innovations in teaching methods are essential.
One proven method for enhancing students' memory retention is the mnemonic learning method (Febriana & Alimuddin.
Heryani et al.
, 2021.
Manshur et al.
, 2023.
Nurbaiti, 2018.
Rozi et al.
, 2.
Mnemonic This is an open access article under the CCAeBY license.
https://doi.
org/10.
55210/attalim.
At-Ta'lim: Jurnal Pendidikan, 11.
, 2025, 1-8 Mualim Wijaya.
Febriani Risqi Nur Setiyawati.
Saleh Sawky Hassan Goda learning is a teaching approach that utilizes mental grouping and associations to make information easier to recall.
Examples include using songs, acronyms, or mind mapping linked to the subject matter (Darusman, 2018.
Yonny & Yunus, 2.
Empirical evidence suggests that there is still a lack of literature exploring the effective application of mnemonic learning methods in the context of teaching Ilmu Sorrof in Islamic boarding The teaching of Ilmu Sorroff in pesantren uses the sorogan method .
ndividual learning with the kia.
and the bandongan method .
roup learnin.
as part of the traditional approach.
Pesantren, as an Islamic educational institution that prioritizes religious learning, utilizes both methods to ensure direct interaction between the teacher and students while reinforcing understanding through effective repetition of the material (Ponpes Al Hasanah Bengkulu, 2.
This research focuses on the limited memory retention of students in understanding morphological changes in Ilmu Sorrof, which is a fundamental aspect of mastering the Arabic language.
Previous studies, such as Dian et al.
, found that students could grasp the material more easily without feeling pressured or bored by using songs, acronyms, and mind mapping to study Ilmu Sorrof.
However, the effective implementation of these techniques requires teachers' creativity to develop methods .
uch as singing, acronyms, concept maps, etc.
) aligned with the learning material so that students can better understand and recall the subject matter while enjoying the learning process.
According to another study by Manshur et al.
, mnemonic learning facilitates memory retention by engaging the right brain, allowing information to be stored for a longer duration and easily recalled when needed because it is stored in long-term memory.
Therefore, this research aims to address this knowledge gap by investigating the effectiveness of implementing the mnemonic method in enhancing students' understanding and learning outcomes in Ilmu Sorrof at SMP Nurul Jadid Paiton.
The findings of this study are expected to provide new insights and practical recommendations for improving memory retention and developing more effective teaching methods in educational institutions.
Method This research, conducted at SMP Nurul Jadid Paiton Probolinggo, employed a qualitative research method with a case study approach from October to December 2024.
The case study participants included the language program coordinator at SMP Nurul Jadid Paiton Probolinggo and two Ilmu Sorrof educators.
The selection of participants for this case study was carried out using purposive sampling technique, where participants were chosen based on specific criteria relevant to the research objectives.
The language program coordinator at SMP Nurul Jadid Paiton Probolinggo and two Ilmu Sorroff educators were selected because they possess in-depth knowledge and experience related to the teaching of Ilmu Sorroff at the school, and are directly involved in the implementation of the learning program.
Data collection techniques involved direct observation and documentation in the 7th-grade language program classrooms at SMP Nurul Jadid Paiton Probolinggo.
Additionally, semi-structured interviews were conducted with the language program coordinator, two Ilmu Sorrof educators, and two students from the 7th-grade language program to gather data comprehensively.
The selection of participants for this case study was carried out using purposive sampling technique, where participants were chosen based on specific criteria relevant to the research objectives.
The language program coordinator at SMP Nurul Jadid Paiton Probolinggo, two Ilmu Sorroff educators, and two students from the 7th-grade language program were selected to gather data comprehensively.
In line with qualitative research practices, validation strategies, such as triangulation of methods or sources, were used to ensure the reliability and validity of the findings.
Interviews and documentation were carried out during on-site activities to capture in-depth These semi-structured interviews allowed for flexibility in exploring insights from the At-Ta'lim: Jurnal Pendidikan.
ISSN 2460-5360 .
| 2548-4419 .
At-Ta'lim: Jurnal Pendidikan, 11.
, 2025, 1-8 Mualim Wijaya.
Febriani Risqi Nur Setiyawati.
Saleh Sawky Hassan Goda language program coordinator, educators, and students, ensuring a rich and detailed understanding of the implementation of the mnemonic learning method.
These semi-structured interviews allowed for flexibility in exploring insights from the language program coordinator, educators, and students, ensuring a rich and detailed understanding of the implementation of the mnemonic learning method.
Results and Discussion Improving Memory Skills through the Mnemonic Learning Method This study demonstrates that the implementation of the mnemonic learning method in the 7thgrade language program at SMP Nurul Jadid successfully enhanced students' ability to recall and comprehend Ilmu Sorof lessons.
Implementation of the Mnemonic Learning Method The language program coordinator at SMP Nurul Jadid explained that the mnemonic learning method is employed to make it easier for students to understand and memorize Ilmu Sorof material.
The Learning and Teaching Activities (Kegiatan Belajar Mengajar/KBM) for Ilmu Sorof are conducted every Friday from 8:00 PM to 9:00 PM.
Given the limited time, teachers are required to optimize the learning process with innovative approaches.
In the 7th-grade language program, the mnemonic learning method was applied using songs or rhythms, acronyms, and mind mapping.
The results showed that 85% of students improved their memory retention and mastery of Ilmu Sorof material.
In the 7th-grade language program, the mnemonic learning method was applied using various techniques, such as songs or rhythms, acronyms, and mind mapping, as a way to help students improve their memory retention of Ilmu Soroff material.
Through the implementation of this method, students who initially struggled to remember and master the material began to show significant improvement.
This flexible approach provided them with the opportunity to connect new information to things that were easier to remember, such as melodies or word associations.
Over time, this mnemonic-based teaching allowed students to more easily recall and understand the fundamental concepts of Ilmu Soroff, which had previously been considered difficult.
This process demonstrates how creative and enjoyable learning approaches can foster greater improvement in the understanding of the material.
Learning Activities in the 7th-Grade Language Program at SMP Nurul Jadid Opening with a Group Prayer First, the learning session begins with a group prayer aimed at fostering teamwork, preparing studentsAo minds, and creating a calm atmosphere.
Additionally, the prayer is conducted in a U-shaped seating arrangement, enabling the teacher to be the focal point in the middle of the students.
This approach supports a focused and conducive learning environment (Chatib, 2013.
Leo, 2.
Reviewing Previous Lessons Second.
After the prayer, students are asked to review or revisit the material studied in the previous session.
This is followed by singing the material that was previously learned to refresh their memory and enhance retention.
This review process lasts about ten minutes.
For example, the teacher might say: AuBefore we start todayAos lesson, yesterday we sang a song about BinaAo.
Does everyone still remember? To reinforce our memory, letAos sing it together again!Ay Concept Introduction and Comprehension Third.
In this stage, teachers use the mnemonic method to introduce new material to students.
This activity typically takes 30 minutes.
Mnemonic Techniques Used in Teaching Ilmu Sorof Singing (Rhymes/Song.
At-Ta'lim: Jurnal Pendidikan.
ISSN 2460-5360 .
| 2548-4419 .
At-Ta'lim: Jurnal Pendidikan, 11.
, 2025, 1-8 Mualim Wijaya.
Febriani Risqi Nur Setiyawati.
Saleh Sawky Hassan Goda This method is employed in the 7th-grade language program and has proven effective in helping students memorize, recall, and master Ilmu Sorof material (Korankye-Mensah, 2022.
Sugiarti, 2.
It increases students' learning enthusiasm, leading to excellent learning outcomes (Firdaus & Hafidah.
To design a memorable and structured learning process for Ilmu Sorof, students are first asked to write definitions and classifications of the material.
To facilitate recall, teachers introduce engaging songs or rhythms related to the material.
This approach makes it easier for students to grasp and retain the lessons over a longer period.
Using songs and rhythms creates a relaxed and enjoyable classroom atmosphere, allowing for more effective learning (Hidaya, 2.
Figure 1.
Example of the Singing Method The Acronym Method The acronym method .
ombining letters or abbreviation.
is a teaching approach applied at SMP Nurul Jadid to make it easier for students to recall and memorize Ilmu Sorof material.
Similar to the singing method, this approach focuses on word or letter abbreviations.
For example, the letters of mudhoroah .
are combined into the acronym "ANIITA" .
lif, nun, ya', ta').
The Ilmu Sorof learning concept using the mnemonic learning approach in the form of creating acronyms or abbreviations in the 7th-grade language program at SMP Nurul Jadid has proven highly It significantly aids students in mastering Ilmu Sorof material with greater ease and Figure 2.
Example of the Acronym Method Mind Mapping At-Ta'lim: Jurnal Pendidikan.
ISSN 2460-5360 .
| 2548-4419 .
At-Ta'lim: Jurnal Pendidikan, 11.
, 2025, 1-8 Mualim Wijaya.
Febriani Risqi Nur Setiyawati.
Saleh Sawky Hassan Goda Mind mapping is a method used in the 7th-grade language program at SMP Nurul Jadid to evaluate material that has been learned.
Its purpose is to help students recall previously studied Ilmu Sorof material.
The mind mapping method involves creating a schematic representation that highlights only key points.
Students can enjoy various mind map models, such as tree shapes, charts, and others (Komis et al.
, 2007.
Ojima, 2.
By utilizing the mnemonic learning approach through mind mapping for Ilmu Sorof material.
SMP Nurul Jadid students can easily master and memorize the material.
Learning Evaluation The Fourth.
Once students have mastered the material presented by the teacher, the next step is to evaluate their learning outcomes by asking the students about the material they have learned.
This evaluation helps students to better understand and master the Ilmu Sorof lessons taught (Surya, 2017.
Tabroni & Qutbiyah, 2022.
Yulianti et al.
, 2.
This is proven by the learning achievement data of the students after implementing the mnemonic learning method to improve memory retention in Ilmu Sorof.
All 32 students in the 7th-grade language program at SMP Nurul Jadid achieved above-average scores, with a minimum score of 75 and a maximum score of 100.
This demonstrates a significant improvement in students' learning achievements, as the material is presented in an easy-to-understand manner, coupled with the use of appropriate methods.
Fifth.
After all the steps have been completed, the next activity is the closing prayer and The teacher leads the closing prayer to conclude the session, which is recited together so that students maintain their unity during the learning process.
Additionally, the prayer teaches students to be grateful for what they have learned and gained (Anwar & Pd, 2015.
Safitri, 2.
Table 1.
Time Allocation for Ilmu Sorof Lessons Using the Mnemonic Learning Method No.
Step Material Technique Time 1 First Step Greetings and Opening Prayer Classical 5 minutes 2 Second Step Review of Material Classical 10 minutes 3 Third Step Concept Introduction and Understanding (Mnemoni.
Classical 30 minutes 4 Fourth Step Learning Evaluation Classical 10 minutes 5 Fifth Step Closing Prayer and Farewell Classical 5 minutes Mnemonic learning has a significant effect on students' learning achievements, especially in terms of memory retention and memorization.
This is one of the methods and steps applied above.
Previous studies have shown that mnemonic education leverages cognitive, affective, and psychomotor aspects simultaneously to help students retain information for a longer period.
Therefore, it becomes easier for students to achieve satisfactory learning outcomes (Rozi et al.
, 2.
The learning method used during the learning process is a component that significantly influences students' achievements (Audie, 2019.
Fatmawati et al.
, 2021.
Wahid, 2.
Students' learning achievements can be improved with the right teaching method.
The mnemonic method is one of the popular learning methods (Anshorulah, 2008.
Handayani & Irawan, 2022.
Hasanah, 2023.
Safitri et al.
, 2.
Since mnemonic learning aligns with brain functions, there is a relationship between students' learning abilities and their learning outcomes, particularly through the use of cognitive abilities (Selvia, 2.
This method helps students remember and store information for the long term, thereby improving their cognitive abilities and learning achievements (Manuputty et al.
Tandungan, 2.
Mnemonic learning becomes a strategy to help students remember by involving the right hemisphere of the brain, so the information is stored longer and can be recalled when needed, as it is stored in long-term memory.
At-Ta'lim: Jurnal Pendidikan.
ISSN 2460-5360 .
| 2548-4419 .
At-Ta'lim: Jurnal Pendidikan, 11.
, 2025, 1-8 Mualim Wijaya.
Febriani Risqi Nur Setiyawati.
Saleh Sawky Hassan Goda The successful implementation of the mnemonic learning method in enhancing memory retention in Ilmu Sorof in the 7th-grade language program at SMP Nurul Jadid Paiton Probolinggo validates Umar Manshur's .
claim that mnemonic learning is an effort by educators to help students understand and remember information through the right hemisphere of the brain, which is part of long-term memory.
This study's success also proves the purpose of mnemonic learning: to review material that was learned a long time ago, so students can recall it when needed, while also providing an effective learning environment through mnemonic learning techniques.
The successful implementation of the mnemonic learning method in enhancing memory retention in Ilmu Sorof in the 7th-grade language program at SMP Nurul Jadid Paiton Probolinggo validates Umar Manshur's .
claim that mnemonic learning is an effort by educators to help students understand and remember information through the right hemisphere of the brain, which is part of long-term memory.
This study's success also proves the purpose of mnemonic learning: to review material that was learned a long time ago, so students can recall it when needed, while also providing an effective learning environment through mnemonic learning techniques.
However, the study faced some challenges, such as the varying levels of student engagement with the mnemonic methods and the difficulty some students had in adapting the techniques to their individual learning styles.
These limitations should be considered when applying mnemonic learning in future settings, as they could influence the overall effectiveness of the method.
Conclusion The implementation of the mnemonic learning method can help SMP students enhance their memory retention.
They are able to quickly memorize and master material using this method.
improve mastery of Ilmu Sorof and enhance memory, students in the 7th-grade language program at SMP Nurul Jadid Paiton Probolinggo use mnemonic learning methods such as singing, acronyms, and mind mapping.
To apply this, teachers must be creative in using methods .
uch as singing, acronyms, mind mapping, etc.
) that are appropriate for the learning material.
The goal is for students to feel happy and not burdened during the learning process, making it easier for them to master and remember the material.
The mnemonic learning method for improving mastery of Ilmu Sorof at SMP Nurul Jadid is highly effective and helps the learning process run smoothly, resulting in outcomes that meet expectations.
References