Pengaruh Self-Regulated Learning terhadap Capaian Hafalan Al-Qur’an Peserta Didik Program Tahfidz di Madrasah Aliyah

Abstract

This study examines the effect of Self-Regulated Learning on Qur’anic memorization achievement among students participating in the Tahfidz program at Madrasah Aliyah Nurul Islam Bades Pasirian Lumajang. The achievement of Qur’anic memorization is not only influenced by instructional methods and teacher guidance but also by students’ internal ability to regulate their own learning processes. This study employed a quantitative approach with an associative explanatory design. Data were collected from 44 students through a Self-Regulated Learning questionnaire based on learning regulation indicators and documentation of students’ Qur’anic memorization achievement. Data analysis was conducted using simple linear regression with the assistance of SPSS 22. The results showed that Self-Regulated Learning had a significant effect on Qur’anic memorization achievement, indicated by the significance value of 0.035 (<0.05). The coefficient of determination (R² = 0.102) revealed that Self-Regulated Learning contributed 10.2% to students’ memorization achievement, while the remaining 89.8% was influenced by other factors outside the model. The correlation coefficient (R = 0.319) indicated a low level of relationship between the variables. These findings confirm that students’ ability to regulate their learning through goal setting, learning strategies, motivation control, and self-evaluation plays an important role in supporting Qur’anic memorization achievement. Therefore, strengthening Self-Regulated Learning should become an integral part of Tahfidz program development to encourage students’ independence, consistency, and responsibility in the memorization process.