Memory is a translation of memory. Memory is a partner in developing all other mental skills. The key to learning is the brain's ability to turn existing experiences into codes and store them so that in the future they can be recalled for their benefit. Memory is one of the characteristics possessed by living beings, the beneficial experience of what we forget will affect future behavior and experiences, memory does not only include recall and recognition or What is called regenerating memory [18] .

Memory can develop and be strong if used to memorize one of them. Memorization can be described as an attempt to memorize the memorized material. In the context of Tahfiz al-Qur'an, memorization is defined as an effort to remember verses of the Qur'an. Memory means combining and instilling knowledge through positive impressions. In other words, memory is the power of the soul to capture, preserve, and reproduce impressions. The more active the mistakes of the person performing daily tasks, the easier it will be to reproduce when needed. Memory is also defined as a mental process that involves encoding, storing, and retrieving information and knowledge. The more memorization touches his emotions, the stronger his memory will be [19] .

The term learning theory consists of two important words, namely theory and learning. According to McKeachie in Grendel, a theory is a set of theories that are composed of certain events in the real world. Meanwhile, according to Hamzah, a theory is a set of prepositions in which it contains ideas, concepts, procedures, and principles consisting of one or more variables that are interrelated with each other and can be studied, analyzed tested, and proven to be true. From the two opinions that have been put forward by the experts above, it can be summarized that theory is a set of azz about events that contains ideas, concepts, procedures, and principles that can be studied, analyzed, and tested for truth. There are several learning theories including; Learning Theory Behaviorism, Cognitivism, Humanism, and Constructivism [20] .

First, the Learning Theory of Behaviorism according to Thorndike in Wahab and Rosnawati According to him, learning is a process of interaction between stimulus and response. Stimulus is what stimulates learning activities such as thoughts, feelings, or other things that can be captured through sensory tools. Response is a reaction that students elicit when learning, it can also be in the form of thoughts, feelings, movements, or actions. Second Cognitive learning theory is more concerned with the learning process than the learning outcomes themselves. Cognitive learning theory is different from behavioral learning theory, cognitive learning theory is more concerned with the learning process than learning outcomes. Third Humanistic teaching theory is a physical and spiritual activity that aims to maximize development. According to humanistic theory, the purpose of learning is to humanize humans. The learning process is considered successful if the student understands his environment and himself. Students in their learning process must try so that gradually they are able to achieve self-actualization as well as possible. This learning theory seeks to understand learning behavior from the perspective of the perpetrator, not from the point of view of the observer. Fourth, learning theory Constructivism is an approach to learning that believes that people actively build or create their knowledge and that reality is determined by the experience of the person himself [21], [22] .

Of these four theories of learning, tahfiz learning tends to be more theoretically based on behaviorist theories, especially Thorndike and Bandura theories. According to Thorndike in Budiningsih, learning is the process of interaction between stimulus and response. Stimulus is anything that can stimulate learning activities such as thoughts, feelings, or other things that can be captured through sensory tools. Meanwhile, the response is the reaction that students come up with when learning, which can also be in the form of thoughts, feelings, or movements/actions. The way to form a relationship between stimulus and response is done with repetition [23], [24] .

While Bandura suggested that students learn by imitation. The concept of imitation does not mean cheating, but imitating what others do, especially teachers. If the teacher's handwriting is beautiful, the teacher has good manners and language, commendable manners, and clear and systematic explanations, students will imitate them. On the other hand, if the example given by the teacher is not good, students will imitate it. Therefore, teachers must be professional role models for their students. Bandura's social learning theory is a combination of behavioral learning theory with reinforcement and cognitive psychology with the principle of behavior modification [25], [26] .

The learning method is an operational step of the learning strategy chosen to achieve the learning objectives. Tahfiz Al-Qur'an comes from two syllables, namely tahfiz and the Qur'an. The word tahfiz comes from Arabic (hafidza -yahfadzu -hifdzan) which means memorization or the opposite of forgetting and forgetting a little. Meanwhile, the Qur'an is the words of Allah that were revealed to the Prophet Muhammad (saw) through the angel Gabriel to be read, understood, and practiced as a guide or guide for life for mankind in the holy book of Muslims. Combining the words of the Qur'an with memorization is a form of idhofah, which means memorizing it. On a practical level, this means reading orally, creating memories in the head, permeating the mind, and practicing them in everyday life. The word Tahfiz Al-Quran can be easily translated as memorizing the Quran. According to Manzur, it means mana'ahu min al-diya, protecting from its loss and destruction. What is meant by the Qur'an is to maintain the Qur'an continuously so that it is preserved and does not lose its purity [27], [28] .

From this, it can be concluded that the tahfiz learning method of the Qur'an is a method used by teachers to teach their students teaching materials, to maintain, maintain, and maintain the purity of the Qur'an revealed to the Prophet. SAW memorizes it outside the head so that there are no changes in content and falsification and it is not forgotten either in whole or in part continuously [29] . According to Achsin al-hafiz Aristanto, et al stated that there are several methods used in memorizing the Qur'an, namely the following: Wahdah, kitabah, simai, combined, jama', talaqqi, Jibril, gesture movements, takrir, and Turki. As an illustration, it can be mapped as follows:

Effectiveness comes from the English language, namely Effective which means successful, precise, or effective. Effectiveness shows the level of achievement of a goal, an effort is said to be effective if the effort achieves its goal. Learning methods according to Sutikno are ways of presenting subject matter carried out by educators so that there is a learning process in students in an effort to achieve goals. An activity is said to be effective if the activity can be completed at the right time and achieve the desired goal. Because effectiveness emphasizes the comparison between the plan and the goals to be achieved, the effectiveness of education is often measured by the achievement of the goal, or the accuracy in managing a situation. For example, measuring the effectiveness of the results of a learning activity is usually done through the cognitive skills of students before and after learning, the reach of the learning media used, and the ability of students to control the media in terms of time and use/learning [30], [31] .

According to Surya in Firdaus, the effectiveness of the learning program is characterized by the following characteristics: a) Successfully leading students to achieve the instructional goals that have been set; b) providing an attractive learning experience, actively involving students to support the achievement of instructional goals; c) Have facilities that support the teaching and learning process. As for effective indicators, according to Slavin in Triwibowo, there are four indicators that we can use to measure the effectiveness of learning, namely: (a) Teaching quality, (b) Appropriate Learning Level, (c) Intensive, and (d) Time [32] .

Learning is a measure related to the success rate of a learning process. The criteria for the effectiveness of the tahfiz learning method in this study refer to the theories of Susanto and Baroh as observed by the researcher himself: First, Students' motivation to learn tahfiz is said to be effective if it descriptively meets the following criteria :(a) a short time, (b) high enthusiasm for student memorization. Second, Students' tahfiz learning outcomes are said to be effective if they descriptively meet the following criteria :(a) The average score of students' tahfiz learning outcomes is more than 75 (b) Students can memorize the Qur'an quickly and with ajwid (fluency in memorizing the Qur'an, conformity of the Qur'an reading with the rules of tajweed and faṣahah), (c) There is classical completeness (80%), (d) memorization meets the specified target, (e) good reading of the Qur'an [33], [34] .

In this study, the effectiveness of the tahfiz Al-Qur'an learning method in question is the achievement of the goals and targets to be achieved from the learning of tahfiz Al-Qur'an by using certain methods referring to the reference criteria that are determined which include tahfiz learning outcomes and learning motivation. To determine the effectiveness of tahfiz learning methods, researchers use existing theoretical frameworks, namely the theories of Susanto and Baroh which state that effectiveness is measured by interest, from high interest a person will be motivated and produce the best results. The researcher chose the theory because it is very relevant to the research and has been widely used to measure the effectiveness of learning methods [35] .

Based on the previous results with the results of this study which include the Tahfiz method, the effectiveness of the method and the pedagogical implications of the Tahfiz method can be described as follows:

Previous research has obtained various tahfiz methods applied, in general the discussion is still limited to the types of tahfiz methods, supporting factors, and inhibiting factors in the implementation while this study includes one method that has been classified by including 3 techniques besides there are already instruments to measure the effectiveness of tahfiz methods. In determining the tahfiz learning method based on the results of the research, the tahfiz method was obtained through such a long search, the school formed a team to handle the tahfiz program specifically through school meetings. Then the team compiled and searched for various methods so as to find a suitable method that was adapted to the existing tahsin method. In addition, the team also compiles a program by determining methods and learning steps for the assessment process with those stipulated in the Tahfiz program as a system that can be a guideline/reference for the Tahfiz program. The three S1, S2, and S3 schools have the same tahfiz learning method which includes 2 methods, namely talaqqi wal mushahabati and talaqqui wal istiqlali [45].

The results of the research are in line with learning theory and Thorndike's opinion in Budiningsih, that learning is the process of interaction between stimulus and response. Stimulus is anything that can stimulate learning activities such as thoughts, feelings, or other things that can be captured through sensory tools. Meanwhile, the response is the reaction that students come up with when learning, which can also be in the form of thoughts, feelings, or movements/actions. The way to form a relationship between stimulus and response is done with repetitions. Bandura's social learning theory Emphasizes the cognitive components of thought, understanding, and evaluation. Albert Bandura said that students learn through imitation. The meaning of imitating oneself is not interpreted as cheating behavior, but as imitating things done by others, especially teachers. If the teacher's writing is good, the teacher speaks politely, is well-mannered language, commendable behavior, explaining clearly and systematically, then students will imitate it. On the other hand, if the example demonstrated by the teacher is bad behavior, then students will also imitate it [46] .

This talaqqi wal mushahabati method is applied to students who cannot read the Holy Scripture independently, which means that students must be accompanied by an existing tahfiz teacher. The talaqqi wal mushahabati method has 3 techniques, each of which has the advantage of a good system. A well-systematized method will produce maximum achievements. These methods are talaqqi wal mushahabati tone-free, talaqqi wal mushahabati rost UMMI 2 tone, Talaqqi wal mushahabati rost AN NUR 4 tone.

Talaqqi wal mushahabati method Free tone is applied to S1 schools where the school actually already has tahsin learning the wafa method, but the teacher's mastery of the method has not been certified so the school determines tahfiz learning with free tone. Schools give teachers the freedom to set the tone in their respective classes. While Talaqqi wal Mushahabati Method UMMI 2-tone rost applied in S2, Talaqqi wal Mushahabati Method Rost AN NUR 4 tone is applied to S3. Where the UMMI 2-tone rost and the 4-tone AN NUR rost are used by all students both in reading the Holy Scripture and memorizing because these tones have been set as the guiding tone for reading/memorizing the Holy Scripture at school. Guided by creative and innovative methods learning is easy and fun [47] .

The results of this research are relevant to the results of Susianti's research discussing the Effectiveness of the Talaqqi Method in improving the ability to memorize the Holy Scriptures in early childhood. His findings are that the teacher's method of teaching Holy scripture at an early age by Talaqqi that is, the teacher gives an example of how to pronounce the letter makhorijul and students can immediately imitate the Holy scripture verse that is read so that there are no pronunciation errors. With a solid foundation in reading or memorizing the Holy Scripture, children can memorize the Holy Scriptures well. The Talaqqi method exerts a very effective influence on the tahfiz of the Holy Scriptures in early childhood. There is a difference in the implementation in the field that the results of this study mention and complete the naming with wal mushahabati as well as mention the tone used using 3 techniques talaqqi wal mushahabati tone-free, 2-tone UMMI rost, 4-tone AN NUR rost. With a systematic learning flow accompanied by a beautiful tone, tahfiz learning becomes light and fun as if students will not feel required to memorize because they feel comfortable and comfortable [48].

This talaqqi wal istiqlali method is applied to students who can read the Holy Scriptures independently with good standards, meaning that mentoring is only a facilitator and controlling means that the role of the teacher is no longer dominant. The talaqqi wal wal istiqlali method has 3 techniques, each of which has advantages and is systematic. A well-systematized method will produce maximum achievements. These methods are talaqqi wal mushahabati tone-free, talaqqi wal istiqlali rost UMMI 2 tone, Talaqqi wal istiqlali rost AN NUR 4 tone.

The method of talaqqi wal istiqlali free tone is applied to S1 schools where the school already has tansin learning the wafa method, but the teacher's mastery of the method has not been certified so the school determines tahfiz learning in a free tone. Schools give teachers the freedom to set the tone in their respective classes. While the talaqqi wal mushahabati rost UMMI 2-tone method is applied in S2, the talaqqi wal istiqlali rost AN NUR 4-tone method is applied in S3. Where both are used by all students in reading the Holy Scripture and memorizing because the tone has been set as a guiding tone for reading/memorizing the Holy Scripture at school. Guided by creative and innovative methods learning is easy and fun [49] .

The results of this research are relevant to the results of Susianti's research that the method of teachers teaching Holy scripture at an early age with talaqqi as well as the elementary school age, namely teachers imitate the Holy scripture verses that are read so that there are no pronunciation errors. Give an example of how to pronounce the letter makhorijul and students can directly There are differences regarding the talaqqi method, wherein the results of this study there is already a classification if the child cannot read the Holy scripture independently using the talaqqi wal mushahabati method where students are one hundred percent in need of guidance that means that the teacher becomes the center of learning or teacher as a learning center. Meanwhile, those who can read the Holy Scripture independently, then use talaqqi wal istiqlali, which means that students become students as learning centers and teachers only as facilitators and controllers. At the same time, he mentioned the tones used using 3 talaqqi wal mushahabati techniques free of tones, rost UMMI 2 tones, rost AN NUR 4 tones. With a beautiful flow and tone, tahfiz learning is light and fun as if students will not feel required to memorize.

The results of the research from Muslims explain that Tahfiz al-Quran uses halaqah. The implementation of tahfiz al-Quran in school is determined by halaqah's according to students' memory. The goal is to form halaqah so that more student potential is accommodated in each halaqah. In addition, because the number of halaqahs is small, learning management becomes easy. This is the same as the results of this study, namely in its implementation, students are formed halaqoh of 8-12 students so that class management is more effective and maximum. The difference is that in the implementation of tahfiz, the grouping is based on the ability to read the Holy Scripture well, there are classes.

The tahfiz learning method in the research findings has similarities and differences. The similarities of tahfiz learning methods have 2 similarities, namely; Approximation and similarity of methods. The first similarity is in the approach. The approach to tahfiz learning methods when associated with learning theory is more inclined to humanistic behaviorism learning theory. This theory also pays great attention to the factors of experience and active involvement of students in learning. The method applied to the research school found that all schools applied the 2 tahfiz learning methods, namely the talaqqi wal mushahabati method and the talaqqi wal istiqlali method. The talaqqi wal mushahabati method is applied to students who are not able to read the Holy Scripture independently so that the teacher gives examples of reading/reciting verses, which students imitate repeatedly. This means that students in memorizing still really need the guidance and direction of their teachers. The talaqqi wal istiqlali method is applied to students who can read the Holy Scripture independently so that the role of the teacher is very minimal, namely to guide if there is an error in the memorization deposit.

The results of this study are relevant to Susianti's research where this research and Susianti's research both apply the talaqqi method of tahfiz learning. The findings of the research suggest that the method of teachers teaching the Holy scripture at an early age with talaqqi is that the teacher provides an example of how to pronounce the letter makhorijul and students can immediately imitate the Holy scripture verse that is read so that there are no pronunciation errors. With a solid foundation in reading or memorizing the Holy Scripture, children can memorize the Holy Scriptures well. The talaqqi method has a very effective influence on early childhood tahfiz Holy scripture. However, there is a fundamental difference that this study more specifically mentions talaqqi wal mushahabati and talaqqi wal istiqlali. Talaqqi wal mushahabati is a tahfiz learning method with the help of teachers, meaning that the teacher gives examples of reciting verses, and then students imitate and memorize. In this case, students are very dependent on the pronunciation that has been taught, they cannot read and memorize by themselves. Talaqqi wal istiqlali is a tahfiz learning method with an independent system, meaning that students can read the Holy Scripture so that students memorize the Holy Scripture themselves at home or school. After memorization, students deposit their memorization with the teacher. If something is not right, the teacher provides corrections for the teacher to correct. On the tahfiz learning method Talaqqi wal istiqlali This is more likely to Student-Centered Learning (student-centered learning). This method is applied to upperclass students or students who can already read the Holy Scriptures independently. This method is done to give students the flexibility to memorize the Holy Scripture quickly [50], [51] .

The difference in tahfiz methods in the 3 research schools is in the implementation of the tahfiz learning method which has 3 techniques, namely the free-tone technique, the UMMI 2-tone rost, and the 4-tone AN-NUR rost. The free tone technique means that students are given the freedom to choose the tone. The 2-tone rost technique is characteristic of the UMMI tahsin method, which means that students in the process of memorizing are required to apply these notes. Likewise, the AN-NUR 4-tone rost means that students in the process of memorizing are required to apply the tone. This research is relevant to the research from Susianti that in the implementation of the talaqqi method, the teacher provides examples of how to pronounce the letters makhorijul and students can directly imitate the Holy scripture verses read so that there are no pronunciation errors. The difference lies in 2 things. First, in the specification of the name where this research its implementation applies talaqqi wal mushahabati where students are very dependent on examples of pronunciation from teachers, and talaqqi wal istiqlali where students do not depend on teachers because they can read the Holy scripture independently. Second, the 3-tone technique is used, namely the tone-free technique, the UMMI 2-tone rost, and the 4-tone AN-NUR rost.

Previous research to show effectiveness was not shown, the measurement instrument only mentioned that the method used was effective. The effectiveness of the Tahfiz Holy Scripture Learning Method in this study is based on findings in its implementation aspects, namely 2, namely Talaqqi Wal Mushahabati Method and the Talaqqi Wal Istiqlali Method. As for measuring the effectiveness of the method Tahfiz The researcher used standards of student motivation, student perception, and achievement outcomes. Student motivation and student perception to seen from the psychological aspect of students while achievement results are measured with 3 aspects. In S1 schools, tajweed, makhraj, and discipline standards are used, while S2 and S3 schools use tajweed, makhraj, and fluency standards. The results of this study are in line with Baroh's opinion that the effectiveness criteria include: (1) the ability of teachers/lecturers to manage good learning; (2) student activities during learning are good; (3) students' responses to positive learning activities; and (4) student learning outcomes are classically complete. All of this requires that the aspect of learning completeness is fulfilled.

Method Implementation Talaqqi Wal Mushahabati Includes student motivation, student perception, and learning outcomes, with the following explanation of each. First, is student motivation. Things that motivate students in the implementation of these methods include that students cannot read the Holy Scriptures independently so they need the guidance of teachers. Memorization activities by repeatedly imitating the teacher and the memorization target are met with the correct reading standards because they follow the example of the teacher's pronunciation. Second, is student perception. Students are happy because they imitate without thinking about their reading, memorization methods become easy and fast and memorization achievements are fulfilled because the memorization target is not too many every day. Third, student confidence. Their confidence is as confident as possible in the truth of Allah's promise about the privileges that Allah will give to the memorizers of the Qur'an such that the memorizers of the Qur'an are the best human beings, get abundant rewards, are considered the family of Allah, noble people like the prophets, martyrs and sholihin, get help from the Qur'an. Fourth, the results of learning outcomes. The memorization achievement was fulfilled because the memorization target was not many and the stages were still light, the memorization reading results were good with a distinctive rhythm/tone.

Method Implementation Talaqqi Wal Istiqlali Includes student motivation, student perception, and learning outcomes with the following explanation. First, is student motivation. Some of the things that motivate students in the implementation of this method include that students can read the Holy Scripture well. Memorization activities can be done independently. Students have flexible memorization time. Students quickly meet the targets/achievements of memorization. Second Students' Perceptions. They like to memorize faster so that many achievements are quantified. The method is very good and precise with a typical rhythm/tone. Memorization time is more flexible. The role of ustadz is not as dominant as in the previous method. Third, student confidence. Their confidence is as confident as possible in the truth of Allah's promise about the privileges that Allah will give to the memorizers of the Qur'an such that the memorizers of the Qur'an are the best human beings, get abundant rewards, are considered the family of Allah, noble people like the prophets, martyrs and sholihin, get help from the Qur'an. Fourth, the results of learning outcomes. The achievement of memorization is fulfilled with the success of the average 5th-grade student who has memorized 3 Juz more or even up to 10 Juz and good memorization readings with a distinctive rhythm/tone. The results of this study are relevant to the results of research from Susianti which stated in its findings that the Talaqqi Method has a very effective influence in the tahfiz of the Holy scripture of children. The difference is that in the implementation of this research using specific naming, namely Talaqqi wal Mushahabati Method and Tallaqqi wal istiqlali which in measuring effectiveness is seen from 3 aspects, namely student motivation, student perception of the method and learning outcomes which are all based on the results of interviews and documentation. Meanwhile, the research measured its effectiveness based on the questionnaire answers to students [52] .

This research investigates the application and effectiveness of two primary methods of Qur’anic memorization—Talaqqi wal Mushahabati and Talaqqi wal Istiqlali—in three Islamic elementary schools in Indonesia. These methods are examined not only for their pedagogical structure but also for their alignment with Sustainable Development Goal (SDG) 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The study identifies that both Talaqqi wal Mushahabati and Talaqqi wal Istiqlali are supported by three distinct tonal techniques:

These techniques help facilitate Qur'anic memorization with varying degrees of structure and melody. In the Talaqqi wal Mushahabati method, students who are not yet capable of reading the Qur'an independently receive direct guidance from teachers who recite verses repeatedly. The students then imitate these recitations until memorization is achieved. This method is particularly supportive of younger learners or beginners, reinforcing learning through repetition and modeling-hallmarks of behaviorist learning theory. On the other hand, Talaqqi wal Istiqlali is used for students who have achieved independence in reading. This method empowers students to memorize the Qur'an autonomously, with the teacher serving primarily as a facilitator and corrector during periodic reviews. This approach aligns well with humanistic educational theories and supports student-centered learning, allowing flexibility and fostering self-regulation [53] .