Persuasive Communication by Mentors in Improving Children’s Memori-zation of the Qur’an
Keywords:
Persuasive Communication, AIDDA Model, Children's Tahfiz, Da'wah Communicator, Communication NoiseAbstract
Abstract. Gadget distraction and open urban environments are communication barriers that tend to lower children’s focus in memorizing the Qur’an. This study aims to analyze the persuasive communication strategy of mentors at the Hafidzul Muttaqin institution in Sukasari Complex, Kayuambon, Lembang, in improving children’s Qur’an memorization using the AIDDA model. The background of this research is the gap between formal tahfiz education commonly studied in boarding-school (pesantren) settings and the reality of an open, non-pesantren residential ecosystem highly vulnerable to gadget distraction and weak family supervision, an area of instructional dakwah communication that remains underexplored from a communication-science perspective. This study used a descriptive qualitative method with a case-study design, with data collected through participant observation over three to four months, in-depth guided interviews with mentors, teaching assistants, students, and parents selected through snowball sampling, and documentation. The results indicate that the mentors successfully adapted instructional communication through flexible scheduling and outdoor learning to reduce physiological noise. The application of the AIDDA persuasion hierarchy (Attention, Interest, Desire, Decision, Action) proved effective in voluntarily persuading students without instructional coercion: attention was captured through egalitarian interpersonal communication, interest was nurtured through vocal and visual stimuli, desire was cultivated through spatial persuasion during mountain-hiking activities, decisions were reinforced through regulatory communication and peer tutoring, and action manifested as genuine moral transformation. Communication barriers (noise), such as physical fatigue, literacy gaps, and family disconnect, were successfully reduced through the mentors’ exemplary behavior (uswah hasanah), group cohesion, a regulatory reinforcement system, and boundary-spanning communication with parents. In conclusion, persuasive communication tactics are proven capable of increasing memorization achievement while simultaneously transforming students’ character in a non-pesantren ecosystem.
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