ANALISIS PERKEMBANGAN KOGNITIF DAN VARIASI KECERDASAN PADA SISWA TAHFIDZ

Abstract

This study aims to analyze the cognitive development and variations of intelligence among tahfidz students in the process of learning and memorizing the Qur’an. Using a descriptive qualitative approach, this research focuses on a student who faces difficulties in memorization but demonstrates strong analytical skills in Arabic grammar (nahwu and shorof). The analysis is based on Jean Piaget’s cognitive development theory and Howard Gardner’s theory of multiple intelligences. The findings reveal that differences in memorization ability are not merely due to memory limitations but are influenced by variations in dominant intelligence types and cognitive developmental stages. Students with strong logical-mathematical intelligence and formal operational thinking tend to excel in understanding linguistic structures rather than memorizing verbal text. Therefore, tahfidz teachers should apply differentiated and meaningful learning strategies, linking memorization with understanding the meaning, linguistic patterns, and contextual relevance of the Qur’anic verses. These findings highlight that effective tahfidz education should not solely focus on rote memorization but should also promote cognitive, spiritual, and moral development through holistic Qur’anic understanding