ECOLOGICAL STRATEGIES AND EMBODIED LEARNING IN THE KAISA METHOD FOR SUSTAINABLE QUR’AN MEMORIZATION

Abstract

This study analyzes the KAISA Method as an integrative Qur’an memorization system that combines symbolic gestures, verse comprehension, spirituality, and educational-ecosystem synergy. Using a qualitative intrinsic case-study design, the study examined institutional documents from Madrasah Hafizh Qur’an Tonra, Bone Regency, South Sulawesi. The corpus encompasses dissertation proposals, operational modules and KAISA guidelines, *mutāba‘ah* instruments and parent-student communications, report card formats for all levels of madrasah, organizational documents, and aggregated workforce data. Data were analyzed through condensation, cross-document mapping, source triangulation, and terminology-consistency checks. The findings show that KAISA is organized around five pedagogical principles, seven instructional stages, a multidimensional assessment system, and a madrasah–family–community ecosystem. Institutional readiness is reflected in differentiated functions for tahfizh, teaching, student affairs, character formation, dormitory mentoring, the KAISA division, health, publication, and infrastructure. The staffing documents record 34 teachers and 4 education personnel at the MA level and 45 teachers and 3 education personnel at the MTs level. However, the report-card instruments still employ four dimensions, whereas the 2024 standardization document specifies five. KAISA’s main contribution lies in integrating embodied pedagogy, Islamic spirituality, institutional governance, and longitudinal documentation within an interdisciplinary model of Islamic education. Instrument consistency and completed achievement data remain necessary before its empirical effectiveness can be established.