significant challenge since the absence of imposed schedules and direct oversight often leads to inconsistency in

murajaah, which in turn affects long-term memorisation. This paper provides a theoretical exploration of how

principles of self-regulated learning can transform murajaah into a sustainable and systematic practice for

tertiary-level huffaz. It integrates insights from metacognition and cognitive learning theories to construct a

coherent framework for understanding the internal processes involved in Quranic memorisation. The discussion

argues that self-regulation—operationalised through the cyclical phases of planning, monitoring and

evaluation—elevates murajaah from a repetitive routine to a conscious, reflective and strategic process of

learning. By internalising this self-regulatory cycle, tertiary huffaz can cultivate essential attributes such as

autonomy, persistence and adaptive learning, which are crucial for sustaining Quranic retention amid the

cognitive and academic demands of university life.

largely on the huffaz’s capacity to organise their own murajaah schedules and maintain consistent self-discipline

[1]. This transition from external supervision to self-regulated learning requires tertiary huffaz to develop greater

autonomy, self-discipline and reflective awareness in managing their Quranic memorisation.

The cognitive and behavioural demands of this shift reveal that murajaah is not merely a ritual act. Murajaah is

rather a complex learning process involving pre-planning, decision-making and self-evaluation. Contemporary

studies of Quranic memorisation increasingly intersect with broader educational theories, particularly those

concerning self-regulated learning and metacognition. Research demonstrates that students who consciously

plan, monitor and evaluate their progress achieve better learning outcomes and stronger long-term retention [2].

Within the tahfiz context, these abilities are evident in structured scheduling, awareness of personal strengths

and weaknesses and consistent corrective practice. Fatimah et al. [3] noted that tertiary huffaz often struggle to

such as reflection and self-evaluation, moving beyond rote repetition. Similarly, Ismail et al. [5] reported that

metacognitive awareness “knowing when and how to revise effectively” enhances both comprehension and

retention of Quranic verses. Consequently, this theoretical discussion positions self-regulation as the central

mechanism that transforms murajaah from a teacher-dependent routine into a self-sustained, reflective and

sustainable learning process for tertiary huffaz. To articulate this transformation, this paper employs a theoretical

research design, constructing a novel framework through a systematic synthesis and analysis of extant literature

from the domains of Islamic pedagogy, educational psychology and cognitive science. By analysing how self-

regulation operates through the phases of planning, monitoring and evaluation, this paper establishes the

conceptual foundation for sustainable Quranic murajaah.

but a lifelong responsibility and structured discipline that prevents cognitive decline.

Historically, the Prophet Muhammad (peace be upon him) and his companions exemplified consistent murajaah

in all circumstances. Despite their demanding social and physical commitments during the golden Islamic period,

they regularly rehearsed the revealed verses, demonstrating that sustained murajaah is achievable within a

balanced life. Hence, murajaah should not be perceived as an additional burden but as an essential process of

preservation. The practice involves systematic repetition through individual recitation, peer verification, and

integration within prayer cycles. This structured reinforcement reflects the organised pedagogy of classical

Islamic learning, which closely aligns with modern principles of self-regulated learning. Beyond mere recitation,

murajaah also entails tadabbur (understanding and internalising meaning), which strengthens memory through

comprehension. When students internalise the message of the verses and actively engage with them, murajaah

student’s capacity to plan, direct, and evaluate their own learning processes in alignment with personal goals and

situational demands [2]. Within educational psychology, it is conceptualised as a cyclical system of forethought,

performance control, and self-reflection that enables students to adapt their behaviour and strategies in response

to feedback [8]. Broadbent et al. [4] emphasised that self-regulated students demonstrate goal-oriented planning

and a readiness to critically monitor their outcomes. Learning, in this sense, becomes an active and deliberate

pursuit rather than a passive reception of information.

At its core, self-regulation comprises three interdependent components: planning, monitoring, and evaluation.

Planning involves establishing clear learning goals, selecting effective strategies, and allocating time and effort

to achieve them [9]. Monitoring refers to the student’s ongoing awareness of performance: tracking progress,

identifying confusion and making timely adjustments [9]. Evaluation involves assessing outcomes and reflecting

Planning forms the foundation of sustainable murajaah. It involves defining objectives, identifying materials,

and selecting appropriate strategies before implementation [11]. In murajaah practice, tertiary huffaz determine

which surahs to review, how to sequence their sessions, and which techniques best suit their memory profiles.

Fatimah et al. [3] identified goal-setting and time structuring as the key strategies that distinguish consistent

huffaz from irregular ones. Effective planning depends heavily on metacognitive awareness—understanding

one’s memory span, attention limits, and the relative difficulty of specific verses [12]. A sustainable murajaah

plan strategically employs spaced repetition, a cognitive principle supported by extensive evidence showing that

distributed practice enhances retention more effectively than massed learning. In other words, strategic planning

integrates traditional tahfiz discipline with empirically validated memory science, creating a systematic schedule

concentration diminishes or recall weakens, students must revise their strategies by adjusting pacing, modifying

techniques, or reallocating effort. This adaptability aligns with Theobald et al. [10], who describe self-regulatory

adaptation as the student’s capacity to modify goals and methods in response to immediate feedback. Conscious

management of fatigue and cognitive load sustains motivation and prevents performance decline, forming the

behavioural foundation of lifelong murajaah.

Evaluation completes the self-regulatory cycle by linking experience to future improvement. It involves self-

testing, reflection, and the continuous refinement of learning plans. Ismail et al. [5] observed that reflective

evaluation transforms murajaah from a mechanical act into a metacognitive process that enables students to

recognise strengths and address weaknesses. Evaluation also connects closely with metamemory—the student’s

Metacognition comprises two interrelated elements: metacognitive knowledge and metacognitive regulation [9].

Both are essential for sustaining self-regulated learning. Metacognitive knowledge refers to understanding one’s

cognitive strengths, weaknesses, and strategies, while metacognitive regulation involves managing learning

through planning, monitoring, and evaluation. In sustainable murajaah, tertiary huffaz apply metacognitive

knowledge during planning—selecting memorisation techniques suited to their learning profiles—while

metacognitive regulation supports monitoring and evaluation by enabling targeted adjustments based on

who demonstrate that successful self-regulated students rely on adaptive strategies guided by continuous

metacognitive feedback. Metacognition thus functions as the central mechanism that transforms awareness into

purposeful action, ensuring that murajaah remains efficient, adaptive and enduring.