Family Resilience in Online Tahfidz Learning During Haze Pollution Crises: A Vygotskian Theoretical Perspective
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Abstract
Haze pollution associated with vegetation and peatland fires can disrupt face-to-face instruction and intensify the difficulties of sustaining Qur’anic memorisation (tahfidz), an activity requiring regular recitation, murājaʿah (revision), corrective feedback and motivation. This article develops an integrative conceptual account of how family resilience may support online tahfidz learning during such disruptions. An integrative, purposive review of 27 DOI-identified scholarly publications was organised around Qur’anic education, emergency remote learning, family resilience, sociocultural assistance, and environmental disruption. Sources were compared through a transparent concept-by-evidence matrix and interpreted using Walsh’s family-resilience framework and the Vygotskian concepts of the zone of proximal development and scaffolding. The synthesis suggests three connected mechanisms: family adaptation establishes feasible routines and mobilises resources; parent–teacher–learner interaction maintains pedagogical and emotional communication; and calibrated scaffolding provides modelling, feedback and progressively withdrawn assistance. A proposed framework distinguishes enabling conditions, educational practices and hypothesised outcomes, while recognising inequalities in connectivity, parental time and instructional competence. The evidence supports conceptual plausibility rather than demonstrating effectiveness in haze-affected tahfidz households, because no primary field data were collected. The article contributes a crisis-responsive model that can inform the design of home–school collaboration and subsequently be tested with families, teachers and students in affected areas.
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