effectiveness of the HaSS approach in improving children's mastery of common surahs. This quasi-experimental

study uses the Memorization Assessment Scale and the Learning Motivation Scale, with data analysis conducted

through descriptive statistics to assess the impact of the HaSS intervention on the performance and motivation

of children aged 5 to 10 at Pusat Ngaji Nurani, Kuala Terengganu. The results show significant improvements

in memorization performance, children's intrinsic motivation, social interaction, and mastery of tajwid.

Additionally, this approach reduces learning stress and demonstrates flexibility in meeting individual learning

needs. The study confirms that multimedia-based approaches like HaSS have the potential to enhance early

needs. This method introduces a more contemporary approach to Islamic education, creating a child-centered,

relaxed, and enjoyable learning experience. Leveraging modern learning theories, HaSS combines audio, visual,

Quran memorization has long been a cornerstone of Islamic education. Studies by Ismail et al. (2019) show that

children memorize more effectively when the approach aligns with their learning styles. Conversely, overly

mechanical methods that neglect children's emotional aspects lead to decreased motivation and engagement. In

Multimedia Learning, Mayer (2001) states that humans learn more effectively when information is delivered

through multiple sensory channels, such as text, images, and sound—known as the Cognitive Theory of

Multimedia Learning. In early education, using cartoon visuals, audio recitations, and physical activities allows

This study employs a quasi-experimental design using the Memorization Assessment Scale and the Learning

Motivation Scale. Data analysis is conducted through descriptive statistics to evaluate the effectiveness of the

HaSS method in improving children's memorization of common surahs. This approach allows researchers to

observe changes in participants' performance before and after the intervention without requiring strict control

groups, making it suitable for early childhood education where flexibility and ethical considerations are

The study was conducted at Pusat Ngaji Nurani in Kuala Terengganu. This location was chosen strategically as

designed around five main phases: audio listening, rhythmic recitation, interactive visuals, kinesthetic activities,

Initially, teachers introduced common surahs like Surah Al-Ikhlas, Al-Falaq, and An-Nas through repeated audio

recitations. This aimed to activate children's auditory memory by exposing them to correct tajwid and clear

Next, recitations were varied in rhythm and speed to stimulate focus and attention. Interactive animated videos,

such as Upin & Ipin and Omar & Hana, were used to link visual elements with the meanings of the recitations.

Kinesthetic activities like role-playing, creative movements, and rhythmic games (e.g., clapping and jumping)

Finally, reinforcement was achieved through interactive games like "Surah Pistol," where children "shot" a surah

The second instrument was the Learning Motivation Scale, adapted from Deci and Ryan's Intrinsic Motivation

Inventory (1985). This scale measured children's enjoyment, effort, subjective value of learning activities, and

Quantitative data were analyzed using descriptive statistics to examine significant differences between pre- and

post-intervention scores. This analysis allowed researchers to determine whether changes in children's

children's ability to recall and correctly pronounce common surahs. The improvement was not limited to

mechanical memorization but also included better mastery of tajwid and articulation. These findings support

Mayer's (2001) principle that activating auditory channels and creative repetition accelerates long-term memory

Beyond memorization, the study also showed a marked increase in children's motivation. Visual elements like

Islamic cartoons, interactive role-playing, and games transformed memorization from a tedious task into an

enjoyable experience. Most children eagerly attended weekly sessions, indicating that learning infused with

positive emotions and social engagement strengthens interest and commitment, consistent with Vygotsky's

A key observation was the improvement in social interaction and collaboration among children. Group

memorization, paired role-playing, and interactive games encouraged peer support, reminders, and teamwork.

Faster learners assisted slower ones, with teachers facilitating this collaboration. This peer-to-peer learning not

only fostered social skills but also accelerated memorization through social mechanisms, supporting Vygotsky's

Unlike traditional memorization methods that often induce stress, the HaSS approach created a relaxed,

enjoyable, and pressure-free environment. The absence of punitive measures, an open learning atmosphere, and

game-based assessments reduced anxiety among children. This is crucial, as psychological studies show that

negative emotions like stress hinder long-term memory consolidation. By minimizing pressure, HaSS fosters a

Beyond memorization, HaSS fosters a low-stress, emotionally responsive learning environment, crucial for

children aged 5–7, a critical period for cognitive, emotional, and social development. This study proves that

innovation in Quran education not only boosts academic outcomes but also creates meaningful, enjoyable, and